Crim 3

B.S.
Criminology HUMAN
BEHAVIOR AND
VICTIMOLOGY (CRIM3) WEEK 1 TOPIC:
CONCEPT AND THEORIES OF HUMAN

DEVELOPMENT
1.5 Hours
As criminology students, it is

necessary for you to understand the
different concepts of Human Behavior and
to distinguish the different factors that affect
its development. Why is it important to study
different factors that affect human
behavior? It is for you to understand why
people act the way they do and how to
deal with them.
Credit: The Explanation/Sam Kneller
.Inform Learners of objectives .

At the end of this module, you should be able to:
Cognitive:
1. Elaborate the concept of Human Behavior by being able to explain
the process of Human Development.
Affective:
1. Enumerate the different concepts of Human Development.
Psychomotor:
1. Enumerate and differentiate the different periods/stages of Human
Development.
2021 Copyright Philippine College of Criminology. All rights reserved.

1
B.S. Criminology HUMAN

BEHAVIOR AND

DEVELOPMENT
Stimulate Recall of Prior Learning (10minutes)

Fun test: The purpose of this test is to check what you know and what you don't
know about CORRECTION. There is no correct answer for these questions but
this will help you expand your knowledge about Correctional Administration.
Please try to answer the following
questions:
1. What is Human Behavior?
2. How do Humans develop?
3. What are the factors that affect Human

Behavior?
HUMAN BEHAVIOR
Human Behavior is anything an individual does that involves self-initiated action and/or
reaction to a given situation. It is also the sum total of man's reaction to his environment or the way
human beings act.
Professor’s Discussion: Imagine the following situation. You are alone in your house with
your younger brother and ask him to arrange his toys back to their places once he's done playing but
he refuses to follow you. You repeated to him that he needed to learn how to arrange his toys so that
he won't be scolded but then he sat on the floor and cried out loud. You might begin to try to
understand why he is crying and start to think if you need to scold him or ask him if there’s something
wrong. You might begin to ask how to deal with your situation, how can you make your brother
follow you without him throwing tantrums, how can you make him realize that it is his responsibility
to arrange his things after playing. You may wonder about the meaning of the situation for you and
your younger brother. You might think that maybe he’s a young child so that’s why he acted the way
he did. Did you say or do something that made him cry? In order to answer these questions, you need
to observe your behavior and his behavior and link them to different theories that explain the ideas of
why things happened the way they did and these might lead you to a decision about what you might do
next.

2

BEHAVIOR AND

DEVELOPMENT
What aspects of ourselves change and develop as we journey through life? We move
through significant physical, cognitive, and psychosocial changes throughout our lives—do these
changes happen in a systematic way, and to everyone? How much is due to genetics and how much is
due to environmental influences and experiences (both within our personal control and beyond)? Is
there just one course of development or are there many different courses of development? In this
module, we’ll examine these questions and learn about the major stages of development and what kind
of developmental tasks and transitions we might expect along the way. (Lumen Learning)
Credit: Pixabay
What is Human Development?
Human development refers to the physical, cognitive, and psychosocial development of
humans throughout the lifespan. What types of development are involved in each of these three
domains, or areas, of life? Physical development involves growth and changes in the body and brain,
the senses, motor skills, and health and wellness. Cognitive development involves learning, attention,
memory, language, thinking, reasoning, and creativity. Psychosocial development involves emotions,
personality, and social relationships.

3

BEHAVIOR AND

DEVELOPMENT
Concepts of Human Development
Physical Concept
Many of us are familiar with the height
and
weight charts that pediatricians consult to estimate if
babies, children, and teens are growing within
normative ranges of physical development. We may
also be aware of changes in children’s fine and
gross motor skills, as well as their increasing
coordination, particularly in terms of playing sports.
But we may not realize that physical development
also involves brain development, which not only
enables childhood motor coordination but also
greater coordination between emotions and
planning in adulthood, as our brains are not done developing in infancy or childhood. Physical
development also includes puberty, sexual health, fertility, menopause, changes in our senses, and
primary versus secondary aging. Healthy habits with nutrition and exercise are also important at every
age and stage across the lifespan. (Lumen Learning)
Cognitive Concept
If we watch and listen to infants and toddlers, we can’t help but wonder how they learn
so much so fast, particularly when it comes to language development. Then as we compare young
children to those in middle childhood, there appear to be huge differences in their ability to think
logically about the concrete world around them.
Cognitive development includes mental processes, thinking, learning, and understanding, and
it doesn’t stop in childhood.

4

BEHAVIOR AND

DEVELOPMENT
The taxonomy (a scheme of classification) provides a hierarchical model in order to
categorize learning objectives in levels of specificity and complexity. Represented here is the
knowledge-based cognitive domain (Credit: ResearchGate)
Adolescents develop the ability to think logically about the abstract world (and may like to
debate matters with adults as they exercise their new cognitive skills!). Moral reasoning develops
further, as does practical intelligence—wisdom may develop with experience over time. Memory
abilities and different forms of intelligence tend to change with age. Brain development and the
brain’s ability to change and compensate for losses is significant to cognitive functions across the
lifespan, too. (Lumen Learning)
Psychosocial Concept
Development in this domain involves what’s going on both psychologically and socially.
Early on, the focus is on infants and caregivers, as temperament and attachment are significant. As the
social world expands and the child grows psychologically, different types of play and interactions with
other children and teachers become important. Psychosocial development involves emotions,
personality, self-esteem, and relationships. Peers become more important for adolescents, who are
exploring new
5

BEHAVIOR AND

DEVELOPMENT
roles and forming their own identities. Dating, romance, cohabitation, marriage, having children, and
finding work or a career are all parts of the transition into adulthood. Psychosocial development
continues across adulthood with similar (and some different) developmental issues of family, friends,
parenting, romance, divorce, remarriage, blended families, caregiving for elders, becoming
grandparents and great grandparents, retirement, new careers, coping with losses, and death and
dying.
EIGHT (8) STAGES OF PSYCHOSOCIAL
DEVELOPMENT
Credit: Hook AP Psychology

6

BEHAVIOR AND
DEVELOPMENT
Elicit Performance (10 minutes)
Directions: Read each statement below carefully. Place a T on the line if you think a
statement is TRUE. Place an F on the line if you think the statement is FALSE.
_____________1. Psychosocial concepts include what’s

going on psychologically and socially.
_____________2. Height and weight development are part
of the Cognitive concept.
_____________3. Cognitive development includes our ability to think logically.
_____________4. Human development refers to the
physical, cognitive, and psychosocial development of
humans throughout the lifespan.
_____________5. Human Behavior involves our reaction to a given situation.
TOPIC 2: PERIODS OF HUMAN DEVELOPMENT
Professor’s Note: Think about the lifespan and make a list of what you would consider the
basic periods of development. How many periods or stages are on your list? Perhaps you have three:
childhood, adulthood, and old age. Or maybe four: infancy, childhood, adolescence, and adulthood.
Developmentalists often break the lifespan into eight stages:
1. Prenatal Development
2. Infancy and Toddlerhood
3. Early Childhood
4. Middle Childhood
5. Adolescence
6. Early Adulthood
7. Middle Adulthood
8. Late Adulthood

7

BEHAVIOR AND
DEVELOPMENT
Credit: Wordpress
The list of the periods of development reflects unique aspects of the various stages of
childhood and adulthood that will be explored in this module, including physical, cognitive, and
psychosocial changes. So while both an 8-month-old and an 8-year-old are considered children,
they have very different motor abilities, cognitive skills, and social relationships. Their nutritional
needs are different, and their primary psychological concerns are also distinctive. The same is true of
an 18-year-old and an 80-year-old, both considered adults. We will discover the distinctions between
being 28 or 48 as well. But first, here is a brief overview of the stages.
1. Prenatal Development
Conception occurs and development

begins. All of the major structures of the body are
forming and the health of the mother is of primary
concern. There are various approaches to labor,
delivery, and childbirth, with potential
complications of pregnancy and delivery, as well
as risks and complications with newborns, but also
advances in tests, technology, and medicine. The
influences of nature (e.g., genetics) and nurture
(e.g., nutrition and teratogens, which are
environmental factors during pregnancy that can
lead to birth defects) are evident. Evolutionary
psychology, along with studies of twins and
adoptions, help us understand the interplay of factors and the relative influences of nature and nurture
on human development. (Lumen Learning)

8

BEHAVIOR AND
DEVELOPMENT
2. Infancy and Toddlerhood
The first year and a half to two years of life are ones
of dramatic growth and change. A newborn, with
many involuntary reflexes and a keen sense of
hearing but poor vision, is transformed into a walking,
talking toddler within a relatively short period of time.
Caregivers similarly transform their roles from those
who manage feeding and sleep schedules to
constantly moving guides and safety inspectors for
mobile, energetic children. Brain development
happens at a remarkable rate, as does physical
growth and language development. Infants have
their own temperaments and approaches to play.
Interactions with primary caregivers (and others)
undergo changes influenced by possible separation anxiety and the development of attachment styles.
Social and cultural issues center around breastfeeding or formula-feeding, sleeping in cribs or in the
bed with parents, toilet training, and whether or not to get vaccinations. (Lumen Learning) (Credit
Photo: ClickLoveGrow)
3. Early Childhood
Early childhood is also referred to as the preschool years, consisting of the years that
follow toddlerhood and precede formal schooling, roughly from around ages 2 to 5 or 6. As a
preschooler, the child is busy learning language (with amazing growth in vocabulary), is gaining a
sense of self and greater independence, and is beginning to learn the workings of the physical world.
This knowledge does not come quickly, however, and preschoolers may initially have interesting
conceptions of size, time, space and distance, such as demonstrating how long something will take by
holding out their two index fingers several inches apart. A toddler’s fierce determination to do
something may give way to a four-year-old’s sense of guilt for doing something that brings the
disapproval of others.
4. Middle Childhood
Credit: Maggie's Human Development Site
The ages of 6-11 comprise middle childhood and much of

what children experience at this age is connected to their
involvement in the early grades of school. Now the world
becomes one of learning and testing new academic skills

9

BEHAVIOR AND
DEVELOPMENT
and assessing one’s abilities and accomplishments by making comparisons between self and others.
Schools participate in this process by comparing students and making these comparisons public
through team sports, test scores, and other forms of recognition. The brain reaches its adult size around
age seven, but it continues to develop. Growth rates slow down and children are able to refine their
motor skills at this point in life. Children also begin to learn about social relationships beyond the
family through interaction with friends and fellow students; same-sex friendships are particularly
salient during this period. (Lumen Learning)
Professor’s Note: I bet you met your childhood best friend during Middle Childhood? Right?
So, How was she/he? Do you now realize why is it common for a boy to be friends with the other
boys? It is because it is being developed during this period.
5. Adolescence
Adolescence is a period of transition

between life as a child, and life as an adult.
Biologically, entrance into adolescence can be
marked by onset of puberty, and most
dictionaries define it as the period following the
onset of puberty during which a young person
develops from a child into an adult. After
puberty, a person is sexually mature and could
potentially become a mother or father of a child.
Socially, Adolescence can be marked by an
increasing independence from parents, an
increasing importance of the peer group, and
often aspects such as mood swings, conflicts
with parents, and risky or reckless behaviors
what has been called the ‘storm and stress’ of the adolescent period. The end of adolescence can be
less clear than onset, but as the young person prepares to complete his or her education, to form sexual
partnerships, to seek some vocations or employment, and often to leave home, the achievement of
these can be taken as markers of adult life being reached. (P.K. Smith, 2016) (Credit Photo: Esho Nije
Kori)
Professor’s Note: So, I bet you probably got your first heartbreak during this stage? Your
first serious fight with your parents? And you thought that you are the unluckiest person in the
universe. It’s like you want to do things on your own, right? But actually, that’s all part of the
adolescence stage

10
BEHAVIOR AND
DEVELOPMENT
which is accompanied by major socioemotional changes. So keep in mind that if ever you are
experiencing any emotional changes within you, it’s normal. We all went through this period.
Please note that adolescence roughly occurs between 12-18 years old.
6. Early Adulthood
Late teens, twenties, and thirties are often thought

of as early adulthood (students who are in their
mid to late 30s may love to hear that they are
young adults!). It is a time when we are at our
physiological peak but are most at risk for
involvement in violent crimes and substance
abuse. It is a time of focusing on the future and
putting a lot of energy into making choices that
will help one earn the status of a full adult in the
eyes of others. Love and work are the primary
concerns at this stage of life. In recent decades, it
has been noted (in the U.S. and other developed
countries) that young adults are taking longer to “grow up.” They are waiting longer to move out of
their parents’ homes, finish their formal education, take on work/careers, get married, and have
children. One psychologist, Jeffrey Arnett, has proposed that there is a new stage of development after
adolescence and before early adulthood, called “emerging adulthood,” from 18 to 25 (or even 29)
when individuals are still exploring their identities and don’t quite feel like adults yet. Cohort, culture,
time in history, the economy, and socioeconomic status may be key factors in when youth take on
adult roles. (Lumen Learning) (Credit Photo: American Mental Wellness)
7. Middle Adulthood
The late thirties (or age 40) through the mid-60s are referred to as middle adulthood.
This is a period in which physiological aging that began earlier becomes more noticeable and a
period at which many people are at their peak of productivity in love and work. It may be a
period of gaining expertise in certain fields and being able to understand problems and find solutions
with greater efficiency than before. It can also be a time of becoming more realistic about possibilities
in life; of recognizing the difference between what is possible and what is likely. Referred to as the
sandwich generation, middle-aged adults may be in the middle of taking care of their children and also
taking care of their aging parents. While caring about others and the future, middle-aged adults may
also be questioning

11

BEHAVIOR AND
DEVELOPMENT
their own mortality, goals, and commitments, though not necessarily experiencing a “mid-life crisis.”
(Lumen Learning)
What is a Mid-Life Crisis?
A midlife crisis is a transition of identity and self-confidence that can occur in middle-aged
individuals, typically 35 to 55 years old.
8. Late Adulthood
This period of the lifespan, late adulthood, has

increased in the last 100 years, particularly in
industrialized countries, as average life expectancy has
increased. Late adulthood covers a wide age range
with a lot of variation, so it is helpful to divide it into
categories such as the “young old” (65-74 years old),
“old old” (75-84 years old), and “oldest old” (85+ years
old). The young are similar to middle-aged adults;
possibly still working, married, relatively healthy, and
active. The old have some health problems and
challenges with daily living activities; the oldest are
often frail and in need of long term care. (Lumen
Learning) (Photo Credit: Maggie's Human Development Site)

Directions: Please identify the following questions and write the correct answer on the blank space
provided before the number.
_____________1. What concept is related to the growth of a human within

normative ranges of physical development?
_____________2. What concept includes mental processes, thinking, learning, and
understanding of a child?
_____________3. What theory provides a hierarchical model that categorizes
learning objectives in levels of specificity and complexity?
_____________4. What concept is related to the development of both psychological
and social aspects of Human Development?
_____________5. What development stage begins when conception occurs?

12

BEHAVIOR AND
DEVELOPMENT
Let’s Check In! (10minutes)

Directions: Explain each question below. Before you begin writing,
please read the question carefully and plan what you will say. Your
essay should be as well organized and as carefully written as you can
make it.
1. What is Human Behavior? And why is it important to study Human

Behavior?
2. Tell us an experience where you could possibly have acted

differently if you have understood before why people behave the
way they do.
Synthesis
Here are the module’s key ideas:
● Human Behavior is the sum total of man's reaction to his environment or the way
human beings act.
● Human Development refers to the physical, cognitive, and psychosocial
development of humans throughout the lifespan.
● Please take note that physical, cognitive, and psychosocial development are
often interrelated.

13

BEHAVIOR AND
DEVELOPMENT
Assess performance
A. Directions: Please identify the following questions and write the correct answer on the blank space
_____________1. It is anything an individual does that involves self-initiated action and/or reaction to
a given situation. It is also the sum total of man's reaction to his environment or the way human beings
act. _____________2. It refers to the physical, cognitive, and psychosocial development of humans
throughout the lifespan.
_____________3. What concept is related to the development of both psychological and social aspects
of Human Development?
_____________4. What development stage begins when conception occurs?
_____________5. What development stage takes place during the first year and a half to two years of
life? _____________6. This refers to the stage of those within 6-11 years of age in which children
experience at this stage is connected to their involvement in the early grades of school.
_____________7. Which stage is a period of transition between life as a child, and life as an adult?
_____________8. It refers to a stage where we are at our physiological peak but are most at risk for
involvement in violent crimes and substance abuse.
_____________9. What do you call the transition of identity and self-confidence that can occur in
middle-aged individuals, typically 35 to 55 years old?
_____________10. We move through significant physical, cognitive, and ___________ changes
throughout our lives. Fill out the blank.
B. Directions: Explain each concept below (Concepts of Human Development). Before you begin
writing, please read the question carefully and plan what you will say. Your essay should be as well
organized and as carefully written as you can make it.
1. In your own words, please explain the Physical Concept of Human Development.
______________________________________________________________________________
________________
______________________________________________________________________________
________________
______________________________________________________________________________
________________

14

BEHAVIOR AND
DEVELOPMENT
___________________________________________________________________________
___________________
___________________________________________________________________________
.
2. In your own words, please explain the Cognitive Concept of Human Development.
______________________________________________________________________________
________________
______________________________________________________________________________
________________
______________________________________________________________________________
________________
______________________________________________________________________________
________________
___________________________________________________________________________.
3. In your own words, please explain the Cognitive Concept of Human Development.
______________________________________________________________________________
________________
______________________________________________________________________________
________________
______________________________________________________________________________
________________
______________________________________________________________________________
________________
___________________________________________________________________________.
C. Directions: Please identify the following Periods of Human Development and provide 1 (one)
example of development/change during each period.
1. This period covers a wide age range with a lot of variation, so it is helpful to divide it into
categories such as the “young old” (65-74 years old), “old old” (75-84 years old), and “oldest old”
(85+ years old).
___________________________________________________________________________
___________________ _______________________________.
2. This is a period in which physiological aging that began earlier becomes more noticeable and a
period at which many people are at their peak of productivity in love and work.
_______________________________________________________________________________
_______________ _______________________________.
3. It is a period when we are at our physiological peak but are most at risk for involvement in violent
crimes and substance abuse.
___________________________________________________________________________
___________________ _______________________________.
4. This is a period of transition between life as a child, and life as an adult.

15

BEHAVIOR AND
DEVELOPMENT
___________________________________________________________________________
___________________ _______________________________.
5. This period is much of what children experience at this age is connected to their involvement in the
early grades of school.
___________________________________________________________________________
___________________ _______________________________.
Bibliography
● Newman, B.M., Newman, P.R. (2007). Theories of Human Development.
Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.
● Human Development, n.d. Lumen Learning,

https://courses.lumenlearning.com/wmopen-lifespandevelopment/chapter/
huma n-development/
● Smith, P.K. (2016) Adolescence. United Kingdom: Oxford University Press.
● Green, M.G., Piel, J.A. (2016) Theories of Human Development. New York,
USA: Routledge
● Neuroses and Neuroticism: What's the difference?,
https://www.medicalnewstoday.com/articles/246608
● Understanding the People on the Scene: Shinder, L., Cross, M., 2008
https://www.sciencedirect.com/topics/psychology/criminal-behavior
● James, S.R., Nelson, K.A., Ashwill, J.W. (2013) Nursing Care of Children:
Principles and Practice. St. Louis, Minsouri: Elsevier Saunders
● Castillo, Rodolfo V. Jr. Gabao, Ramil G. (2011) Human Behavior and Crisis
Management Manila, Philippines

16

BEHAVIOR AND
DEVELOPMENT
● Learning, L. (n.d.). Lifespan Development. Retrieved August 28, 2020, from

https://courses.lumenlearning.com/wm-lifespandevelopment/chapter/introduction-to-hu
man-development/
17
BEHAVIOR AND
PERSONALITY DIMENSIONS THAT AFFECT HUMAN
BEHAVIOR
1.5 Hours
Different people have
different
personality traits and understanding
personality type can help you to understand
your preferences and the preferences of other
people and how or why these might be
different. Personality types are useful for
recognising how we lead, influence,
communicate, collaborate, negotiate
business and manage stress.
Credit: 5TJT
Cognitive:
1. Demonstrate understanding on the different personality
dimensions that affect Human Behavior.
Affective:
1. Enumerate the different personality disorders which may lead to
Criminal Behavior and Victimization.
Psychomotor:
1. Define different personality disorders which may lead to
Criminal Behavior and Victimization.

1

BEHAVIOR AND
BEHAVIOR

know about CORRECTION. There is no correct answer for these questions but
this will help you expand your knowledge about Human Behavior.
questions:
1. What is a Personality Trait?
2. Why is it important to study different personality

traits?
3. How do personality dimensions affect Human

Behavior?
TOPIC 1: PERSONALITY DIMENSIONS THAT AFFECT HUMAN

BEHAVIOR
Many contemporary personality psychologists believe that there are five basic dimensions of
personality, often referred to as the "Big 5" personality traits. The five broad personality traits
described by the theory are extraversion (also often spelled extroversion), agreeableness, openness,
conscientiousness, and neuroticism. (Cherry, K. Very Well Mind)
Professor’s Note: You might find it helpful to use the acronym OCEAN (openness,
conscientiousness, extraversion, agreeableness, and neuroticism) when trying to remember the big
five traits.
2

BEHAVIOR AND
BEHAVIOR
THE BIG FIVE PERSONALITY TRAITS
Credit: Very Well Mind

OPENNESS
This trait features characteristics such as imagination and insight. People who are high in this
trait also tend to have a broad range of interests. They are curious about the world and other people
and eager to learn new things and enjoy new experiences.
People who are high in this trait tend to be more adventurous and creative. People low in this
trait are often much more traditional and may struggle with abstract thinking.
Professor’s Note: Have you ever encountered people who are very much open to try new things?
Maybe they are high in this trait (openness) While people with low openness traits dislike changes and
do not enjoy new things.
3

BEHAVIOR AND
BEHAVIOR
CONSCIENTIOUSNESS
Standard features of this dimension include high levels of thoughtfulness, good impulse
control, and goal-directed behaviors. Highly conscientious people tend to be organized and mindful
of details. They plan ahead, think about how their behavior affects others, and are mindful of
deadlines.
Professor’s Discussion: People of high conscientiousness spend a lot of time preparing, they want to
be prepared all the time. These people finish their tasks right away and they really pay attention to
details. They wanted everything to be scheduled. They usually have their to-do lists and calendar
plans. If you found yourself with these behaviors then maybe you are high in conscientiousness.
So what is your behavior if you lack conscientiousness? You dislike planned and scheduled
things/events. You make messes and don't care about things, you fail to return things or put them back
where they belong. You usually fail to complete necessary or assigned tasks.
Think and reflect, are you high or low in conscientiousness?
EXTRAVERSION
Extraversion (or extroversion) is characterized by excitability, sociability, talkativeness,

assertiveness, and high amounts of emotional expressiveness. People who are high in extraversion
are outgoing and tend to gain energy in social situations. Being around other people helps them feel
energized and excited.
People who are low in extraversion (or introverted) tend to be more reserved and have less
energy to expend in social settings. Social events can feel draining and introverts often require a
period of solitude and quiet in order to "recharge."
Professor’s Discussion: Have you ever encountered someone who enjoys being the center of
attention? Likes to start a conversation? Or someone who has a wide social circle of friends and
acquaintances? If yes, then maybe that person is an extrovert. People who are extroverted enjoy
meeting new people, find easy ways to make new friends and say things before thinking about it.
On the contrary, people who are low in extroversion (people who are introverted) prefer
solitude. They feel exhausted when having to socialize a lot, they find it difficult to start conversations
and they dislike making small talk. People who are introverted carefully think things through before
speaking and dislike being the center of attraction. So, the next time you encounter someone with
these traits please understand that maybe they are just low in extroversion.

4

BEHAVIOR AND
BEHAVIOR
AGREEABLENESS
This personality dimension includes attributes such as trust, altruism, kindness,

affection, and other prosocial behaviors. People who are high in agreeableness tend to be more
cooperative while those low in this trait tend to be more competitive and sometimes even
manipulative.
What is prosocial behavior?
Prosocial behaviors are those intended to help other people. Prosocial behavior is
characterized by a concern for the rights, feelings, and welfare of other people. Behaviors that can be
described as prosocial include feeling empathy and concern for others and behaving in ways to help or
benefit other people. (Cherry, K.Very Well Mind)
Professor’s Discussion: Agreeable persons foremost strive to create and sustain harmony. They are
benevolent and trusting, and rely on others’ good intentions. These people have a great deal of interest
in other people, they care about others. They feel empathy and concerts for other people, they enjoy
helping and contributing to the happiness of others.
How about people with low agreeable traits? They take little interest in others, they don't care
about how other people feel. They insult and belittle others and manipulate them to get what they
want. It’s sad, but it’s true. They are people who are less likely to care for others.
NEUROTICISM
Neuroticism is a trait characterized by sadness, moodiness, and emotional instability.
Individuals who are high in this trait tend to experience mood swings, anxiety, irritability, and
sadness. Those low in this trait tend to be more stable and emotionally resilient.
Neuroticism is a long-term tendency to be in a negative or anxious emotional state. It is not a

medical condition but a personality trait. People often confuse this with neuroses. “Neuroses” is a term
used in many different ways related to abnormal psychological processes. They can be particularly
sensitive to environmental stress. People with neuroticism may see everyday situations as menacing
and major. Frustrations that may be experienced by others as trivial may become problematic and lead
to despair. (Felman, A. 2018)
Professor’s Discussion: People with neuroticism often experience a lot of stress and worries about
many different things. They get upset easily and experience dramatic shifts in mood. They feel
anxious (experiencing worry, unease, or nervousness, typically about an imminent event or something
with an uncertain outcome) and they struggle to bounce back after stressful events. So, if ever you
encounter someone with these traits, please be patient with him/her because maybe he/she has
neuroticism.

5

BEHAVIOR AND
BEHAVIOR
What Factors Influence the 5 personality dimensions?
Research suggests that both biological and environmental influences play a role in
shaping our personalities. Twin studies suggest that both nature and nurture play a role in the
development of each of the five personality factors. ( Jang K.L., Livesley W.J., Verno, P.A., 1996)
Longitudinal studies also suggest that these big five personality traits tend to be
relatively stable over the course of adulthood. One study of working-age adults found that
personality tended to be stable over a four-year period and displayed little change as a result of
adverse life events. (Cherry, K. Very Well Mind)
Studies have shown that maturation may have an impact on the five traits. As people age, they
tend to become less extraverted, less neurotic, and less open to the experience. Agreeableness and
conscientiousness, on the other hand, tend to increase as people grow older.
Directions: Read each statement below carefully. Place a T on the line if you think a
statement is TRUE. Place an F on the line if you think the statement is FALSE.
_____________1. Neuroticism is a trait characterized by

sadness, moodiness, and emotional instability.
_____________2. People who are low in agreeableness
tend to be more cooperative.
_____________3. People who are low in extraversion are called
introverts.
_____________4. People of high conscientiousness spend
a lot of time preparing, they want to be prepared all the
time.
_____________5. Agreeable traits feature characteristics
such as imagination and insight. People who are high in this
trait also tend to have a broad range of interests.

6

BEHAVIOR AND
BEHAVIOR
TOPIC 2: PERSONALITY DISORDERS WHICH MAY LEAD TO
CRIMINAL BEHAVIOR AND VICTIMIZATION
Credit: Daily Mail
Criminal behavior is not, itself, indicative of mental illness. If it were, perhaps it could be
treated medically. However, some criminals are motivated to engage in illegal and antisocial
behavior by underlying psychiatric conditions, especially those conditions that manifest themselves
in symptoms such as lack of impulse control and lack of inhibition, hallucinations and delusions,
paranoia, hyper-activity, and inability to concentrate or possession of impaired communication skills.
(Shinder, L., Cross, M., 2008)
Persons suffering from personality disorders, schizophrenia, bipolar affective disorder,

aggression, depression, adjustment disorders, and sexual disorders are prone to criminal
behavior, according to “Psychiatric Illness Associated with Criminality,” by William H. Wilson, MD,
and Kathleen A. Trott, MD
Personality disorders are long-lasting, pervasive patterns of thinking, perceiving, reacting,

and relating that cause the person significant distress and/or impair the person's ability to function.
(Skodol, A. MSD Manual)
TYPES OF PERSONALITY DISORDERS
1. Paranoid Personality – This is characterized by suspiciousness, hypersensitivity, rigidity, envy,

excessive self-importance, and argumentativeness plus a tendency to blame others for one's own
mistakes and failures and to ascribe evil motives to others.

7

BEHAVIOR AND
BEHAVIOR
People with paranoid personality disorder distrust others and assume that others intend to
harm or deceive them, even when they have no or insufficient reason for these feelings. (Skodol, A.
MSD Manual)
Paranoid personality disorder is characterized by a pervasive pattern of unwarranted distrust

and suspicion of others that involves interpreting their motives as hostile or harmful.
● Because people with paranoid personality

disorder suspect that others are planning to
exploit, deceive, or harm them, they are always
on the look-out for possible insults, slights, or
threats.
● Doctors diagnose paranoid personality disorder
based on specific symptoms, including distrust
and suspicion in many aspects of life.
● No treatment is effective, but
cognitive-behavioral therapy may be tried, and
drugs may relieve some symptoms.
Credit: Cherry, K. Very Well Mind
Paranoid personality disorder (PPD) is a type of eccentric personality disorder. An

eccentric personality disorder means that the person’s behavior may seem odd or unusual to others. An
individual with paranoid personality behavior is very suspicious of other people. They mistrust the
motives of others and believe that others want to harm them. Additional hallmarks of this condition
include being reluctant to confide in others, bearing grudges, and finding demeaning or threatening
subtext in even the most innocent of comments or events. A person with PPD can be quick to feel
anger and feel hostile toward others. (Martel, J. 2017)
What are the causes of paranoid personality disorder?
The cause of paranoid personality disorder is unknown. However, researchers believe that a
combination of biological and environmental factors can lead to paranoid personality disorder.
(Martel, J. 2017)
The disorder is present more often in families with a history of schizophrenia and delusional
disorders. Early childhood trauma may be a contributing factor. (Martel, J. 2017)
8

BEHAVIOR AND
BEHAVIOR
Symptoms of Paranoid Personality Disorder Includes:
● believing that others have hidden motives or are out to harm them
● doubting the loyalty of others
● being hypersensitive to criticism
● having trouble working with others
● being quick to become angry and hostile
● becoming detached or socially isolated
● being argumentative and defensive
● having trouble seeing their own problems
● having trouble relaxing
2. Schizoid Personality – Individuals with this personality disorder neither deserve nor enjoy close
relationships. They live a solitary life with little interest in developing friendships. They exhibit
emotional coldness, detachment, or a constricted affect. This is characterized by a lack of interest in
social relationships, a tendency towards a solitary lifestyle, secretiveness, and emotional coldness.
Schizoid personality disorder is an uncommon condition in which people avoid social

activities and consistently shy away from interaction with others. They also have a limited range
of emotional expression. (Mayoclinic)
If you have schizoid personality disorder, you may be seen as a loner or dismissive of others,
and you may lack the desire or skill to form close personal relationships. Because you don't tend to
show emotion, you may appear as though you don't care about others or what's going on around you.
(MayoClinic)
CHARACTERISTICS OF A PERSON WITH SCHIZOID PERSONALITY

DISORDER
9

BEHAVIOR AND
BEHAVIOR
Credit: Quora
Symptoms
If you have schizoid personality disorder, it's likely that you:
● Prefer being alone and choose to do activities alone

● Don't want or enjoy close relationships
● Feel little if any desire for sexual relationships
● Feel like you can't experience pleasure
● Have difficulty expressing emotions and reacting appropriately to situations
● May seem humorless, indifferent or emotionally cold to others
● May appear to lack motivation and goals
● Don't react to praise or critical remarks from others
3. Schizotypal Personality – Individuals with this type of personality disorder exhibit

odd behaviors based on a belief in magic or superstition and may report unusual
perceptual experiences.
People with schizotypal personality disorder are often described as odd or eccentric and
usually have few, if any, close relationships. They generally don't understand how relationships form
or the impact of their behavior on others. They may also misinterpret others' motivations and
behaviors and develop significant distrust of others.
These problems may lead to severe anxiety and a tendency to avoid social situations, as the
person with schizotypal personality disorder tends to hold peculiar beliefs and may have difficulty
with responding appropriately to social cues. (MayoClinic)
Symptoms
Schizotypal personality disorder typically includes five or more of these signs and symptoms:
● Being a loner and lacking close friends outside of the immediate family
● Flat emotions or limited or inappropriate emotional responses
● Persistent and excessive social anxiety
● Incorrect interpretation of events, such as a feeling that something that is actually harmless or
inoffensive has a direct personal meaning
● Peculiar, eccentric or unusual thinking, beliefs or mannerisms
● Suspicious or paranoid thoughts and constant doubts about the loyalty of others

10
BEHAVIOR AND
BEHAVIOR
● Belief in special powers, such as mental telepathy or superstitions
● Unusual perceptions, such as sensing an absent person's presence or having illusions ●
Dressing in peculiar ways, such as appearing unkempt or wearing oddly matched clothes ●
Peculiar style of speech, such as vague or unusual patterns of speaking, or rambling oddly
during conversations
4. Histrionic Personality – this is characterized by attempting to be the center of attention

through the use of theatrical and self-dramatizing behavior. Sexual adjustment is poor and
interpersonal relationships are stormy. It is characterized by excessive emotionality and attention-
seeking, including an excessive need for approval and inappropriate seductiveness, usually beginning
in early adulthood.
People with these disorders have intense, unstable emotions and distorted self-images.
For people with histrionic personality disorder, their self-esteem depends on the approval of
others and does not arise from a true feeling of self-worth. They have an overwhelming desire to
be noticed, and often behave dramatically or inappropriately to get attention. The word histrionic
means "dramatic or theatrical." (WebMd)
What Are the Symptoms of Histrionic Personality Disorder?
In many cases, people with histrionic personality

disorder have good social skills; however, they tend to use
these skills to manipulate others so that they can be the
center of attention.
Professor’s Note: Have you encountered someone

who loves to be the center of attention?
Credit: PsychCentral
A person with this disorder might also:

● Be uncomfortable unless he or she is the center of attention
● Dress provocatively and/or exhibit inappropriately seductive or flirtatious
behavior ● Shift emotions rapidly

11

BEHAVIOR AND
BEHAVIOR
● Act very dramatically, as though performing before an audience, with exaggerated emotions
and expressions, yet appears to lack sincerity
● Be overly concerned with physical appearance
● Constantly seek reassurance or approval
● Be gullible and easily influenced by others
● Be excessively sensitive to criticism or disapproval
● Have a low tolerance for frustration and be easily bored by routine, often beginning projects
without finishing them or skipping from one event to another
● Not think before acting
● Make rash decisions
● Be self-centered and rarely show concern for others
● Have difficulty maintaining relationships, often seeming fake or shallow in their dealings
with others
● Threaten or attempt suicide to get attention (Credit: WebMd)
5. Narcissistic Personality – Individuals with this type of personality have a pervasive sense of self-
importance. A disorder and its derivatives can be caused by excessive praise and criticism in
childhood, particularly that from parental figures.
Know someone who expects constant admiration? who thinks they’re better than everyone
else, but flies off the handle at the slightest criticism? These tips can help you recognize and cope with
a narcissist.
What is narcissistic personality disorder (NPD)?
The word narcissism gets tossed around a lot in our selfie-obsessed, celebrity-driven culture,
often to describe someone who seems excessively vain or full of themselves. But in psychological
terms, narcissism doesn’t mean self-love—at least not of a genuine sort. It’s more accurate to say that
people with narcissistic personality disorder (NPD) are in love with an idealized, grandiose image of
themselves. And they’re in love with this inflated self-image precisely because it allows them to avoid
deep feelings of insecurity. But propping up their delusions of grandeur takes a lot of work—and that’s
where the dysfunctional attitudes and behaviors come in. (Helpguide, Narcissistic Personality
Disorder)
Narcissistic personality disorder involves a pattern of self-centered, arrogant thinking and
behavior, a lack of empathy and consideration for other people, and an excessive need for admiration.
6. Antisocial Personality – This is characterized by a lifelong history of inability to conform to social

norms. They are irritable and aggressive" and may have repeated physical fights. These individuals
also have a high prevalence of morbid substance abuse disorders.

12

BEHAVIOR AND
BEHAVIOR
Antisocial personality disorder, sometimes called sociopathy,

is a mental disorder in which a person consistently shows no regard
for right and wrong and ignores the rights and feelings of others.
People with antisocial personality disorder tend to antagonize,
manipulate or treat others harshly or with callous indifference. They
show no guilt or remorse for their behavior. (Mayo Clinic)
Credit: Maryland Recovery
Professor’s Discussion: People with antisocial personality disorder often violate the law up to
the point that they became criminals. They may lie often, behave violently and have problems with
being so impulsive. They are usually dependent on drugs and alcoholic drinks. Because of these
characteristics, people with this disorder typically can't fulfill responsibilities related to family, work
or school.
Symptoms (MayoClinic)
Antisocial personality disorder signs and symptoms may include:
● Disregard for right and wrong

● Persistent lying
● Being disrespectful of others
● Using charm to manipulate others for personal gain or personal pleasure
● Arrogance, a sense of superiority and being extremely opinionated
● Recurring problems with the law, including criminal behavior
● Repeatedly violating the rights of others through intimidation and
dishonesty ● Impulsiveness or failure to plan ahead
● Significant irritability, agitation, aggression or violence
● Lack of empathy for others and lack of remorse about harming others
● Unnecessary risk-taking or dangerous behavior with no regard for the safety of self or
others ● Poor or abusive relationships
● Failure to consider the negative consequences of behavior or learn from them ●
Being consistently irresponsible and repeatedly failing to fulfill work or financial
obligations

13

BEHAVIOR AND
BEHAVIOR
7. Borderline Personality – This is characterized by instability, reflected in drastic mood shifts
and behavior problems. Individuals with this type of personality are acutely sensitive to real or
imagined abandonment and have a pattern of repeated unstable but intense interpersonal relationships
that alternate between extreme idealization and devaluation. Such individuals may abuse substances or
food, or be sexually promiscuous.
People with BPD (Borderline Personality Disorder) tend to

be extremely sensitive. Some describe it as like having an
exposed nerve ending. Small things can trigger intense
reactions. And once upset, you have trouble calming down.
When you’re in the throes of overwhelming emotions, you’re
unable to think straight or stay grounded. You may say hurtful
things or act out in dangerous or inappropriate ways that make
you feel guilty or ashamed afterwards. (Photo Credit:
helpguide)
Professor’s Discussion: Someone who has a borderline personality

disorder probably feels like they’re on a rollercoaster ride, not just
because of their unstable emotions or relationships, but also
confusion of who they really are. Their self-image, goals, and even their likes and dislikes may change
frequently in ways that feel confusing and unclear.
Have you encountered someone who tends to change his/her decision frequently? Have you
heard the song Hot n’ Cold by Katy Perry? Take time to listen to that song, it somehow describes a
person with a Borderline Personality Disorder.
8. Avoidant Personality – Individuals with this personality are fearful of becoming involved with
people because of excessive fears of criticism or rejection.
Avoidant personality disorder is characterized by feelings of extreme social inhibition,

inadequacy, and sensitivity to negative criticism and rejection. Yet the symptoms involve more
than simply being shy or socially awkward. Avoidant personality disorder causes significant problems
that affect the ability to interact with others and maintain relationships in day-to-day life. (WebMD)
Symptoms
Avoidant personality disorder symptoms include a variety of behaviors, such as:
● Avoiding work, social, or school activities for fear of criticism or rejection. It may feel as if you
are frequently unwelcome in social situations, even when that is not the case. This is because
people with avoidant personality disorder have a low threshold for criticism and often imagine
themselves to be inferior to others.

14

BEHAVIOR AND
BEHAVIOR
● Low self-esteem
● Self-isolation
Professor’s Note: Do you know someone who is extremely shy? Or someone who is totally afraid to
perform in front of an audience? Then maybe that person has an avoidant personality disorder. Person
who has avoidant personality disorder feels really uncomfortable in social situations. They are
uncomfortable especially if someone is teasing him/her even in a good way. They are trying to avoid
being in a social gathering.
9. Dependent Personality Disorder – This is characterized by inability to make even daily decisions
without excessive advice and reassurance from others and needs others to assume responsibility for
most major areas of his or her life.
Dependent personality disorder (DPD) is an anxious personality disorder characterized

by an inability to be alone. People with DPD develop symptoms of anxiety when they’re not around
others. They rely on other people for comfort, reassurance, advice, and support. (Kahn, A. 2017)
Professor’s Discussion: People with dependent personality disorder often need to have approval from
other people. They need assurance in everything they do, they need support and encouragement to
function. Sample situation: Do you have a friend who can’t even order over the counter of a fastfood
chain by himself? Whenever you are together he needs to be accompanied by you all the time even in
the restrooms. He is being overly sensitive whenever you try to tell him what to do better. He/she can’t
make a sound decision, he always relies on you or his family to come up with one. Then maybe that
person has a dependent personality disorder.
When alone, a person with DPD may experience:
● nervousness
● anxiety
● panic attacks
● fear
● hopelessness
10. Obsessive-compulsive personality – This is characterized by

excessive concern with rules, order efficiency, and work coupled
with insistence that everyone do things their way and an inability
to express warm feelings.
Obsessive-compulsive personality disorder (OCPD) is a

personality disorder that’s characterized by extreme
perfectionism, order, and neatness. People with OCPD will also

15

BEHAVIOR AND
BEHAVIOR
feel a severe need to impose their own standards on their outside environment. (Watson, K. 2018)
Photo Credit: Ceanpsiquiatras
Professor’s Discussion: I, myself, admit that I have an Obsessive Compulsive Disorder. Though I am
not diagnosed medically, I am certain that I do have these characteristics. I am very much concerned
about the patterns, I have excessive attention to details. I feel really uncomfortable seeing unorganized
things and uncentered signage. I find it hard to relax whenever I see uneven colors or numbers. I want
everything to be in order to the point where people say that I am such a perfectionist. How about you?
Do you have any of these characteristics? Or do you happen to know someone like this?
People with OCPD have the following characteristics:
● They find it hard to express their feelings.

● They have difficulty forming and maintaining close relationships with others.
● They’re hardworking, but their obsession with perfection can make them
inefficient. ● They often feel righteous, indignant, and angry.
● They often face social isolation.
● They can experience anxiety that occurs with depression.
11. Passive-Aggressive Personality – The individual with personality disorder is usually found to
have overindulged in many things during the early years to the extent that the person comes to
anticipate that his needs will always be met and gratified.
People with passive-aggressive behavior express their negative feelings subtly through
their actions instead of handling them directly. This creates a separation between what they say and
what they do. (Martel, J. 2012)
Professor’s Discussion: For example, someone's family plans to have their summer vacation
at Boracay. A person with passive-aggressive behavior may oppose the plan, but instead of opposing
the plan and voice out their opinion, they will just agree with it. Since they’re actually against the
plan, however, they resist following it. They may purposely wake up late on the day of departure and
do things that will somehow delay or cancel the plan, or undermine the plan in other ways.
Here’s another example: You ask your partner (Boyfriend/Girlfriend) to allow you to attend
your friend’s birthday party. She allows you to but deep inside her she’s upset with you. But instead of
telling you that she’s upset, she nags you and keeps on calling you on the phone being so dramatic.
And yet she won't tell you that she is upset with you, instead she will tell you to enjoy the party and
never mind her.

16

BEHAVIOR AND
BEHAVIOR
Some common signs of passive-aggressive behavior include:
● bitterness and hostility toward other peoples’ requests

● intentionally delaying or making mistakes when dealing with other peoples’
requests ● having a cynical, pessimistic, or aggressive demeanor
● frequently complaining about feeling underappreciated or deceived
Directions: True or False. Write True if the statement is correct and If the statement is false, revise
the word to make the statement correct.
_____________1. Persons suffering from personality disorders,

schizophrenia, bipolar affective disorder, aggression, depression,
adjustment disorders, and sexual disorders are not prone to criminal
behavior.
_____________2. People who are low in openness tend to be more
adventurous and creative. People high in openness are often much
more traditional and may struggle with abstract thinking.
_____________3. Highly conscientious people tend to be organized
and mindful of details. They plan ahead, think about how their
behavior affects others, and are mindful of deadlines.
_____________4. Extraversion is a long-term tendency to be in a
negative or anxious emotional state. It is not a medical condition but a
personality trait. People often confuse this with neuroses.
_____________5. People with neuroticism often experience a lot of
stress and worries about many different things. They get upset easily
and experience dramatic shifts in mood.

17

BEHAVIOR AND
BEHAVIOR
Direction: Provide at least three (3) characteristics of each Personality
Trait below. Before you begin writing, please plan what you will say. Your
answer should be as well organized and as carefully written as you can
make it.
1. OPENNESS
_____________________________________________________________
________________
_____________________________________________________________
________________
_____________________________________________________________
________________ ___________________________________________
2. CONSCIOUSNESS
_____________________________________________________________
________________
_____________________________________________________________
________________
_____________________________________________________________
________________ ___________________________________________
3. EXTRAVERSION
_____________________________________________________________
________________
_____________________________________________________________
________________
_____________________________________________________________
________________ ___________________________________________
4. AGREEABLENESS
_____________________________________________________________
________________
_____________________________________________________________
________________
_____________________________________________________________
________________ ___________________________________________
5. NEUROTICISM
_____________________________________________________________
________________
_____________________________________________________________
________________
_____________________________________________________________
________________ ___________________________________________
18

BEHAVIOR AND
BEHAVIOR
Synthesis
● Personality traits reflect people's characteristic patterns of thoughts, feelings,
and behaviors. ● Personality traits imply consistency and stability—someone who
scores high on a specific trait like Extraversion is expected to be sociable in
different situations and over time.
● As people age, they tend to become less extraverted, less neurotic, and less open
to the experience. Agreeableness and conscientiousness, on the other hand,
tend to increase as people grow older.
Assess performance
A. Please identify the following questions and write the correct answer on the blank space provided
before the number.
_____________1. What is the best word to use as an acronym for the big 5 personality traits?
_____________2. This trait features characteristics such as imagination and insight. People who are
high in this trait also tend to have a broad range of interests.
_____________3. This personality trait includes high levels of thoughtfulness, good impulse control,
and goal-directed behaviors.
_____________4. People high on this trait tend to be organized and mindful of details. What kind of
trait is it?
_____________5. This trait is characterized by excitability, sociability, talkativeness, assertiveness,
and high amounts of emotional expressiveness.
_____________6. What do you call a person who has both introversion and extroversion as their
personality trait?
_____________7. People who are low in extraversion are called?
_____________8. This personality dimension includes attributes such as trust, altruism, kindness,
affection, and other prosocial behaviors.
_____________9. What behavior is characterized by a concern for the rights, feelings, and welfare of
other people?
_____________10. It refers to a trait characterized by sadness, moodiness, and emotional instability.

19
BEHAVIOR AND
BEHAVIOR
B. Direction: True or False. Write True if the statement is correct and If the statement is false,
revise the word to make the statement correct. (10 points)
_____________1. Persons suffering from personality disorders, schizophrenia, bipolar affective

disorder, aggression, depression, adjustment disorders, and sexual disorders are not prone to criminal
behavior.
_____________2. People who are low in openness tend to be more adventurous and creative. People
high in openness are often much more traditional and may struggle with abstract thinking.
_____________3. Highly conscientious people tend to be organized and mindful of details. They plan
ahead, think about how their behavior affects others, and are mindful of deadlines.
_____________4. Extraversion is a long-term tendency to be in a negative or anxious emotional state.

It is not a medical condition but a personality trait. People often confuse this with neuroses.
_____________5. People with neuroticism often experience a lot of stress and worries about many
different things. They get upset easily and experience dramatic shifts in mood.
C. Direction: Before you begin writing, please plan what you will say. Your answer should be as well
organized and as carefully written as you can make it.
AS A CRIMINOLOGY STUDENT, HOW WILL YOU DEAL WITH THE FOLLOWING

PERSONALITY DISORDER. (Assuming that you are dealing with a person with the following
personality disorder)
1. Paranoid Personality Disorder
_____________________________________________________________________
___________________
___________________________________________________________________________
___________________
___________________________________________________________________________
_________________
2. Schizoid Personality Disorder
_____________________________________________________________________
___________________
___________________________________________________________________________
___________________
___________________________________________________________________________
_________________
3. Schizotypal Personality Disorder
_____________________________________________________________________
___________________
___________________________________________________________________________
___________________
___________________________________________________________________________
_________________
20

BEHAVIOR AND
BEHAVIOR
4. Narcissistic Personality Disorder
_____________________________________________________________________
___________________
___________________________________________________________________________
___________________
___________________________________________________________________________
_________________
5. Antisocial Personality Disorder
_____________________________________________________________________
___________________
___________________________________________________________________________
___________________
___________________________________________________________________________
_________________
6. Borderline Personality Disorder
_____________________________________________________________________
___________________
___________________________________________________________________________
___________________
___________________________________________________________________________
_________________
7. Avoidant Personality Disorder

_____________________________________________________________________
___________________
___________________________________________________________________________
___________________
___________________________________________________________________________
_________________
8. Dependent Personality Disorder
_____________________________________________________________________
___________________
___________________________________________________________________________
___________________
___________________________________________________________________________
_________________
9. Obsessive-compulsive Personality Disorder
____________________________________________________________________
____i_______________
___________________________________________________________________________
___________________
___________________________________________________________________________
__________________
10. Passive-Aggressive Personality Disorder
_____________________________________________________________________
___________________
___________________________________________________________________________
___________________
___________________________________________________________________________
_________________

21

BEHAVIOR AND
BEHAVIOR
Bibliography

huma n-development/
USA: Routledge


man-development/

22
BEHAVIOR AND
TYPOLOGIES OF HUMAN BEHAVIOR

1.5 Hours
dy and understand human behavior

because it has played an essential factor to
know how to deal with people who have
mental health and behavioral disorders. At the
end of this packet you will be able to know the
types of Human behavior and how this
behavior greatly influences our daily lives.
Credit: MBA World

Cognitive:
1. Identify the typologies of human behavior, criminal, deviant, asocial and
abnormal behaviors.
Affective:
1. Enumerate the different types of Human Behavior.
Psychomotor:
1. Clarify the definition of Abnormal behavior and its type.

1

BEHAVIOR AND

know about HUMAN BEHAVIOR. There is no correct answer for these questions
but this will help you expand your knowledge about Human Behavior.
Please try to answer the
following
questions:
1. Where do you think you got your

behavior?
2. What is Abnormal behavior?
3. How can you identify an Abnormal

behavior?
TOPIC 1: TYPOLOGIES OF HUMAN BEHAVIOR, CRIMINAL,

DEVIANT, ASOCIAL, AND ABNORMAL BEHAVIORS
Two Basic Root of Behavior
1. Inherited (Inborn) behavior – refers to any behavioral reactions or reflexes exhibited by people
because of their inherited capabilities or the process of natural selection.
Inherited behaviors are behaviors that are passed down genetically. Our genes control
things like our hair type and color, our eye color, and our height - but we don't usually think of them
controlling our behavior. That's partly because most of our behaviors are learned, rather than
inherited. (Jaehnig, J. 2019)
Professor's Discussion: Our behaviors greatly influence our daily lives. We usually think
of our behavior as something that we can control. Well that's true, however, changing a behavior can
be difficult especially if it's an inherited behavior.
For example, if two twins were raised apart from each other all of the characteristics that they
had in common would be potentially inherited from their parents while all of the characteristics that
they didn't have in common would be potentially learned depending on who raised them.

2

BEHAVIOR AND
Criminological point: If a behavior - let's say, violence - is a learned behavior, then it could
presumably be unlearned or corrected through things like therapy or education. If - on the other hand -
violence were an inherited behavior, one might ask whether it would ever be possible to unlearn it or
whether violent people are born that way and will remain that way regardless of the intentions of the
criminal justice program. (Jaehnig, J. 2019)
2. Learned (Operant) behavior – involves knowing or adaptation that enhances human beings’
ability to cope with changes in the environment in ways which improve the chances of survival.
Professor’s Note: Learned behavior may be acquired through environment or
training. In general, a learned behavior is one that a human develops as a result of
experience. For example: Do you play a sport?
If you play a sport like soccer, then you realize it takes a lot of work. Remember how you
didn't know at all what you were doing when you first started? You had rules to figure out and skills
to practice. Playing a sport is an example of learned behavior. (Flexbooks.CK12)

Direction: Identify the following traits, write I if you think it is an Inherited Behavior and write L
if you think it is a Learned Behavior. Write your answer on the space provided before the number.
_______________1. Ear Shape
_______________2. Playing Musical Instrument
_______________3. Height
_______________4. Tone of Voice
_______________5. Rapping Skills
_______________6. Book Reading
_______________7. Skin Color
_______________8. Saying please and thank you
_______________9. Singing Skills
_______________10. Tying of shoelace

3

BEHAVIOR AND
Types of Human Behavior
Normal Behavior
This refers to a lack of significant deviation from the average. Another possible definition is
that "a normal" is someone who conforms to the predominant behavior in a society.
Social norms – rules that a group uses for appropriate and inappropriate values, beliefs,
attitudes and behaviors.
Professor’s Example of Social Norms: Even without any rules, it is normal for us people to
behave inside a church. We say “Po and Opo” as a sign of respect to elderly. This social norms are
unwritten rules about how to behave in a particular culture.
Abnormal Behavior
Literally means "away from the normal".
It
implies deviation from some clearly defined norm. In
the case of physical illness, the norm is the structural
and functional integrity of the body.
When a person is frustrated in his attempts to

adjust himself to difficult situation over a long period
of time, he may try to escape from conflicts by
suffering from any of the following mental disorders:
Credit: HYTN
1. NEUROSIS – a condition where a person compromises with reality by developing imaginary

ailments, phobia, obsession or compulsion.
Some of the more common neuroses are:
a) anxiety – manifested through apprehension, tension, and uneasiness from anticipation of

danger the source of which is largely unknown or unrecognized.
b) obsessive compulsive disorder – people who suffer from this have unwanted, intrusive
and repetitive thoughts or behaviors. (Please see Page No. 49-50 for more information)

4
BEHAVIOR AND
Obsessive-Compulsive Disorders
Obsession – This is an anxiety provoking thought that will not go away. Thoughts and impulses
which occur in the person’s mind despite attempts to keep them out. They seem uncontrollable, as if
they do not belong to the individual's mind.
Compulsion – It is an urge wherein a person is compelled to perform some actions against his free
will and with duress as a result of external factors. This is an irresistible urge to engage in a certain
pattern of behavior.
EXAMPLES OF COMPULSION
1. Arithmomania – the impulse to count anything.
2. Dipsomania – the impulse to drink liquor.
3. Homicidal mania – the impulse to kill.
4. Kleptomania – the impulse to steal.
5. Megalomania – the impulse for fame or power.
6. Pyromania – the impulse to set fire.
7. Suicidal mania – the impulse to take one’s life.
c. Phobia - this is an intense, unrealistic fear. In this case, anxiety is focused so intensely on
some objects or situations that the individual is acutely uncomfortable around it and will often go to
great pain to avoid it.
- an irrational fear which is fixed, intense, uncontrollable, and most of the time has no
reasonable foundation.
TYPES OF PHOBIAS
1. Acrophobia - fear of high places/ heights, people with acrophobia may also be reluctant to
stand on high hills and some can find it stressful to be on an escalator or a glass elevator. 2.
Agoraphobia - fear of open spaces and market places, fear and avoid places or situations that
might cause you to panic and make you feel trapped, helpless or embarrassed. You fear an actual
or anticipated situation, such as using public transportation, being in open or enclosed spaces,
standing in line, or being in a crowd.
3. Algophobia - fear of pain, the fear is excessive, beyond that which is expected under the
circumstances, producing an anxiety reaction (feeling tense).

5

BEHAVIOR AND

4. Astraphobia - extreme fear of thunder and lightning. It can affect people of all ages, though it may
be more common in children than adults. It’s also seen in animals.
5. Gynophobia - fear of women, an immediate, overwhelming fear or worry or terror when you see or
think about women.
6. Claustrophobia - a form of anxiety disorder, in which an irrational fear of having no escape or
being closed-in can lead to a panic attack.
7. Hematophobia - An abnormal and persistent fear of blood
8. Mysophobia (Germophobia)- a term used to describe a pathological fear of germs, bacteria,
uncleanliness, contamination, and infection.
9. Monophobia - the fear of being alone. Some people are afraid of being apart from a particular
person. Others have the fear of living alone, being home alone, or being in public by themselves.
10. Nyctophobia - an extreme fear of night or darkness that can cause intense symptoms of
anxiety and depression.
11. Hydrophobia - Literally, an irrational fear of water, to drink or to swim in.
12. Pyrophobia - a fear of fire that’s so intense it affects a person’s functioning and daily life.
d. DEPRESSION – extreme feelings of low morale, sadness, loneliness, self-pity, despair, rejection,
boredom and pessimism; a person is said to be depressed if these feelings become pervasive and can
already affect all aspects of a person’s life.
Depression (major depressive disorder) is a common and serious medical illness that
negatively affects how you feel, the way you think and how you act. Fortunately, it is also treatable.
Depression causes feelings of sadness and/or a loss of interest in activities once enjoyed. It can lead to
a variety of emotional and physical problems and can decrease a person’s ability to function at work
and at home. (American Psychiatric Association)
Depression symptoms can vary from mild to severe and can include:
○ Feeling sad or having a depressed mood

○ Loss of interest or pleasure in activities once enjoyed
○ Changes in appetite — weight loss or gain unrelated to dieting
○ Trouble sleeping or sleeping too much
○ Loss of energy or increased fatigue
○ Increase in purposeless physical activity (e.g., hand-wringing or pacing) or slowed movements
and speech (actions observable by others)
○ Feeling worthless or guilty
○ Difficulty thinking, concentrating or making decisions
○ Thoughts of death or suicide
Professor’s Note: Symptoms must last at least two weeks for a diagnosis of depression.

6

BEHAVIOR AND
2. Psychosis - a mental condition where the person may withdraw from the real world into the world
of fantasy and make-believe, where a person’s hidden or unexpressed desires can be fulfilled.
Psychosis is a condition that affects the way your brain processes information. It causes
you to lose touch with reality. You might see, hear, or believe things that aren’t real. Psychosis is a
symptom, not an illness. A mental or physical illness, substance abuse, or extreme stress or trauma can
cause it. (WebMD)
Symptoms of Psychosis
Psychosis doesn’t suddenly start. It usually follows this pattern:
● Warning signs before psychosis: It starts with gradual changes in the way you think about
and understand the world. You or your family members may notice:
○ A drop in grades or job performance
○ Trouble thinking clearly or concentrating
○ Suspiciousness or unease around others
○ Lack of self-care or hygiene
○ Spending more time alone than usual
○ Stronger emotions than situations call for
○ No emotions at all
● Signs of early psychosis: You may:
○ Hear, see, or taste things others don’t
○ Hang on to unusual beliefs or thoughts no matter what others say
○ Pull away from family and friends
○ Stop taking care of yourself
○ Not be able to think clearly or pay attention
● Symptoms of a psychotic episode: Usually you’ll notice all of the above
plus: ○ Hallucinations:
■ Auditory hallucinations: Hearing voices when no one is around
■ Tactile hallucinations: Strange sensations or feelings you can’t explain
■ Visual hallucinations: You see people or things that aren’t there, or you think
the shape of things looks wrong
○ Delusions: Beliefs that aren’t in line with your culture and that don’t make sense to
others, like:
■ Outside forces are in control of your feelings and actions
■ Small events or comments have huge meaning
■ You have special powers, are on a special mission, or actually are a god
Professor’s Note: The difference between these two is that Hallucinations are false sensory
perceptions while Delusions are false beliefs.

7

BEHAVIOR AND

Direction: Please explain the following types of phobia. Before you begin writing, please plan what
you will say. Your answer should be as well organized and as carefully written as you can make it.
1. Hydrophobia
_______________________________________________________
_________________
________________________________________
2. Monophobia
_______________________________________________________
_________________
________________________________________
3. Nyctophobia
_______________________________________________________
_________________
________________________________________
4. Claustrophobia
_______________________________________________________
_________________
________________________________________
5. Astraphobia
_______________________________________________________
_________________
________________________________________
TOPIC 2: SEXUAL DEVIANCY
A sexual act that seeks gratification by means other

than heterosexual relationship.
HETEROSEXUALITY – normal sexual relationship between

members of the opposite sex which could lead to
reproduction
Credit: AFA.NET

8

BEHAVIOR AND
TYPES OF SEXUAL DEVIANCY
1. Homosexuality - sexual desire towards the same sex
2. Transvestism - obtaining sexual gratification by wearing the clothes of the opposite sex. 3.
Voyeurism - obtaining sexual pleasure by watching the members of the opposite sex undressing
or engaging in sexual activities.
4. Exhibitionism - obtaining pleasure by exposing one’s genitals to others.
5. Fetishism - people with fetishes have sexual urges related to non-living
objects. 6. Sadism – obtaining sexual pleasure by inflicting pain to others
7. Masochism – obtaining sexual pleasure by inflicting pain upon themselves.
8. Sodomy – sexual act through the anus of another human being.
9. Troilism – a form of sexual perversion in which three (3) persons are participating in a
sexual act. 10. Pluralism – a group participates in sexual orgies (sexual festival).
11. Cunnilingus – is an oral sex act performed by a person on the vulva or vagina of another
person. 12. Fellatio – sucking the penis of another person (BLOWJOB)
13. Pedophilia/Paedophilia – an adult obtaining pleasure from sexual contact with children. Sexual
attraction to young boys, young girls or both.
14. Incest – sexual relations between persons related by blood.
15. Bestiality – sexual intercourse with a living animal.
16. Necrophilia – desire to engage in sexual intercourse with a dead body.

Directions: Based on what you have read above, kindly explain the
following questions in your own words.
1. Explain the difference between Normal and Abnormal Behavior. (Your answer
must be at least 25 words)
2. What is Sexual Deviancy? (Your answer must be at least 25 words)

9
BEHAVIOR AND
Synthesis
● Normal is also used to describe individual behavior that conforms to the most
common behavior in society.
● If a behavior - let's say, violence - is a learned behavior, then it could presumably
be unlearned or corrected through things like therapy or education.
● There are two basic roots of behavior; Inherited and Learned Behavior.
Assess performance
Directions: Please identify the following questions and write the correct answer on the blank space
_____________1. It refers to any behavioral reactions or reflexes exhibited by people because of their
inherited capabilities or the process of natural selection.
_____________2. This type of behavior is behaviors that are passed down genetically.
_____________3. This type of behavior involves knowing or adaptation that enhances human
beings’ ability to cope with changes in the environment in ways which improve the chances of
survival.
_____________4. It refers to the rules that a group uses for appropriate and inappropriate values,
beliefs, attitudes and behaviors.
_____________5. This behavior literally means "away from the normal". It implies deviation from
some clearly defined norm. In the case of physical illness, the norm is the structural and functional
integrity of the body.
_____________6. What do we call a condition where a person compromises with reality by
developing imaginary ailments, phobia, obsession or compulsion?
_____________7. This type of neurosis is manifested through apprehension, tension, and uneasiness
from anticipation of danger the source of which is largely unknown or unrecognized.
_____________8. This refers to anxiety provoking thoughts that will not go away. Thoughts and
impulses which occur in the person’s mind despite attempts to keep them out.
_____________9. This refers to an urge wherein a person is compelled to perform some actions
against his free will and with duress as a result of external factors.
_____________10. What do you call the impulse to count anything?
10

BEHAVIOR AND
B. Direction: In your own words, please explain the following types of abnormal behavior and give 2
examples each. Before you begin writing, please plan what you will say. Your answer should be as
well organized and as carefully written as you can make it.
1. Social Norms
_____________________________________________________________________
___________________
___________________________________________________________________________
___________________
___________________________________________________________________________
___________________ ________________________________________________.
2. Obsession
_____________________________________________________________________
___________________
___________________________________________________________________________
___________________
___________________________________________________________________________
___________________ ________________________________________________.
3. Delusion
_____________________________________________________________________
___________________
___________________________________________________________________________
___________________
___________________________________________________________________________
___________________ ________________________________________________.
4. Hallucination
_____________________________________________________________________
___________________
___________________________________________________________________________
___________________
___________________________________________________________________________
___________________ ________________________________________________.
5. Sexual Deviancy
_____________________________________________________________________
___________________
___________________________________________________________________________
___________________
___________________________________________________________________________
___________________ ________________________________________________.

11

BEHAVIOR AND
Bibliography

huma n-development/
USA: Routledge


man-development/

12
BEHAVIOR AND
PSYCHOLOGICAL THEORIES OF HUMAN

DEVELOPMENT
1.5 Hours
WHAT IS A THEORY?
A formal scientific theory offers
constructs that help explain the
relationship among variables. We all have
our informal, intuitive theories about why
people behave as they do. (B.M,
Newman., P.R. Newman, 2007) So, why do
you think we need theories?
Credit: E-Learning Industry

Cognitive:
1. Identify the different psychological theories of Human Development .
Affective:
1. Recognize the factors influencing the mastery of developmental tasks .
Psychomotor:
1. Identify the implication of developmental tasks to human rights welfare .

1

BEHAVIOR AND

DEVELOPMENT

know about HUMAN BEHAVIOR. There is no correct answer for these questions
but this will help you expand your knowledge about Human Behavior.

questions:
1. What is Human Development?
2. How do humans master their

Developmental tasks?
3. What is a Developmental Task?
TOPIC 1: PSYCHOLOGICAL THEORIES OF HUMAN

DEVELOPMENT
WHY DO WE STUDY THEORIES?
Theories attempt to answer these and many other questions about human nature and its
development. (Green, M.G., Piel, J.A, 2016)
THEORIES OF HUMAN DEVELOPMENT
1. Stages of Cognitive Development (Jean Piaget’s Theory)
Piaget believed that as children grow and their brains develop, they move through four distinct
stages that are characterized by differences in thought processing. In his research, he carefully
observed children and presented them with problems to solve that were related to object permanence,
reversibility, deductive reasoning, transitivity, and assimilation (described below). Each stage builds
upon

2

BEHAVIOR AND

DEVELOPMENT
knowledge learned in the previous stage. Piaget’s four stages correspond with the age of the children
and are the sensorimotor, preoperational, concrete operational, and formal operational stages.
(Lumen Learning)
Who is Jean Piaget?
Jean Piaget was born in Switzerland on August 9, 1896, and he began showing an interest in
the natural sciences at a very early age. By age 11, he had already started his career as a researcher by
writing a short paper on an albino sparrow. He continued to study the natural sciences and received his
Ph.D. in zoology from the University of Neuchâtel in 1918. (Cherry, K. Verywell Mind)
Jean Piaget’s theory of cognitive development includes four stages: sensorimotor, pre-operational,
concrete operational, and formal operational. (Credit: Lumen Learning)

3

BEHAVIOR AND

DEVELOPMENT
2. Bowlby’s Attachment Theory

John Bowlby’s contributions to the theory of attachment formation are heavily
influenced by ethology (the scientific study of human and animal behavior), including an
emphasis on the evolutionary origins and biological purposes of behavior. According to Bowlby,
children are biologically predisposed to develop attachments to caregivers as the result of genetics. In
1969 Bowlby studied mother-infant interactions and concluded that infants smiling, babbling, crying,
and cooing are built-in mechanisms to encourage parents to attach to, and thereby care for, the infant.
Keeping the parent in close proximity ensures the infant will avoid danger. Bowlby introduced the
idea of the caregiver as a “secure base” for the child, and that this secure base was either successfully
created during childhood or was not.
Professor’s Take-home Messages of Bowlby's Theory
● Bowlby’s evolutionary theory of attachment suggests that

children come into the world biologically pre-programmed to form
attachments with others, because this will help them to survive.
● Bowlby suggested that a child would initially form only one
attachment and that the attachment figure acted as a secure
base for exploring the world.
● The attachment relationship acts as a prototype for all future
social relationships so disrupting it can have severe consequences.
Credit: Good Reads
3. Ainsworth’s Types of Attachment
In 1970, Mary Ainsworth built on and expanded Bowlby’s ideas, coming up with a more
nuanced view of multiple types of insecure attachment. Ainsworth’s primary contribution to
attachment theory comes in the form of a study known as the Strange Situation. In this study,
Ainsworth placed children between the ages of 1 and 2 in unfamiliar situations to assess the type
and level of their attachment to

4

BEHAVIOR AND

DEVELOPMENT
their caregivers. Her research showed that children generally use the parent as a secure base from
which to explore an unfamiliar room, and they become upset or uncomfortable when the parent leaves
and a new individual (not known to the child) enters the room.
Key Takeaway: Children who have secure attachment to parents are more likely to be successful
adults. 4. Freud’s Psychosexual Theory of Development

Freud’s psychosexual theory of development suggests that
children develop through a series of stages related to erogenous
zones.
For Freud, childhood experiences shape our personalities and

behavior as adults. Freud viewed development as discontinuous; he
believed that each of us must pass through a series of stages during
childhood, and that if we lack proper nurturing and parenting during
a stage, we may become stuck in, or fixated on, that stage.
According to Freud, children’s pleasure-seeking urges (governed by
the id) are focused on a different area of the body, called an
erogenous zone, at each of the five stages of development: oral,
anal, phallic, latency, and genital. (Lumen Learning)
PSYCHOSEXUAL STAGES OF DEVELOPMENT
● Oral (0-1 years of age): During this stage, the mouth is the pleasure center for development.
Freud believed this is why infants are born with a sucking reflex and desire their mother’s
breast. If a child’s oral needs are not met during infancy, he or she may develop negative
habits such as nail biting or thumb sucking to meet this basic need.
● Anal (1-3 years of age): During this stage, toddlers and preschool-aged children begin to
experiment with urine and feces. The control they learn to exert over their bodily functions
is manifested in toilet-training. Improper resolution of this stage, such as parents toilet
training their children too early, can result in a child who is uptight and overly obsessed
with order.
● Phallic (3-6 years of age): During this stage, preschoolers take pleasure in their genitals and,
according to Freud, begin to struggle with sexual desires toward the opposite sex parent
(boys to mothers and girls to fathers). For boys, this is called the Oedipus complex,
involving a boy’s desire for his mother and his urge to replace his father who is seen as a
rival for the

5

BEHAVIOR AND

DEVELOPMENT
mother’s attention. At the same time, the boy is afraid his father will punish him for his
feelings, so he experiences castration anxiety. The Electra complex, later proposed by
Freud’s protégé Carl Jung, involves a girl’s desire for her father’s attention and wish to
take her mother’s place.
● Latency (6-12 years of age): During this stage, sexual instincts subside, and children begin to
further develop the superego, or conscience. Children begin to behave in morally acceptable
ways and adopt the values of their parents and other important adults.
● Genital (12+ years of age): During this stage, sexual impulses reemerge. If other stages have
been successfully met, adolescents engage in appropriate sexual behavior, which may lead
to marriage and childbirth.

Direction: In your own words, please explain the following theories of human development.
Before you begin writing, please plan what you will say. Your essay should be as well organized
and as carefully written as you can make it.
1. John Bowlby’s Attachment Theory
2. Freud’s Psychosexual Theory of Development

6
BEHAVIOR AND
DEVELOPMENT

Direction: Think of any conflict (at least 2) that you may encounter during
the following stages of Psychosexual Development if the basic needs of the
child are not met. Before you begin writing, please plan what you will say.
Your answer should be as well organized and as carefully written as you can
make it.
1. Oral Stage (0-1 years of age)

●
_____________________________________________________
_____________ ___________________________________
●
_____________________________________________________
_____________ ___________________________________
2. Anal Stage (1-3 years of age)

●
_____________________________________________________
_____________ ___________________________________
●
_____________________________________________________
_____________ ___________________________________
3. Phallic Stage (3-6 years of age)

●
_____________________________________________________
_____________ ___________________________________
●
_____________________________________________________
_____________ ___________________________________
4. Latency Stage (6-12 years of age)

●
_____________________________________________________
_____________ ___________________________________
●
_____________________________________________________
_____________ ___________________________________
5. Genital Stage (12+ years of age)

●
_____________________________________________________
_____________ ___________________________________
●
_____________________________________________________
_____________ ___________________________________

7

BEHAVIOR AND
DEVELOPMENT
TOPIC 2: FACTORS INFLUENCING THE MASTERY OF

DEVELOPMENTAL TASKS
Mastery of developmental tasks is not static or permanent, and developmental stages do
not always correlate with chronological age (the age of a person as measured from birth to a
given date). Children progress through developmental stages at varying rates within normal limits and
may master developmental tasks only to regress to earlier levels when ill or stressed. Also people can
struggle repeatedly with particular developmental tasks throughout life, although they have achieved
more advanced levels of development. (James, S.R., Nelson, K.A., Ashwill, J.W. 2013)
Professor’s Note: What is a developmental task? A developmental task is a task at a certain

period in life that needs to be completed or done to move on to the next period, whereas unsuccessful
achievement leads to inability to perform tasks associated with the next period or stage in life. These
are the jobs of an individual that needs to be accomplished in each stage in order to learn and move on
to another stage. For example: A grade 1 student needs to complete his/her primary education in
order for him/her to move up to secondary school. Another Example: Ideally, we need to finish our
studies in order for us to get a better job to achieve the idea of stability.
So, What are the factors that influence the mastery of developmental tasks?
BIOLOGICAL FACTORS
Environment
The environment, both physical and psychosocial, is a

significant determinant of growth and developmental
outcomes before and after birth. Prenatal exposure, which
includes smoking, alcohol intake, chemical exposures, and
disease such as diabetes, can adversely affect the developing
fetus. Socioeconomic status, mainly poverty, also a significant
effect on the developing child. (James, S.R., Nelson, K.A.,
Ashwill, J.W. 2013)
Professor’s Note: For example, An alcoholic mother can

transfer the toxins of alcohol to an infant through breast milk.
Another example: A child who is very much exposed outside
may increase the risk of ingesting hazardous chemicals from
hand to mouth transfer. So how do these things affect the
mastery of developmental tasks? A child who is more exposed
to chemicals has more tendency that the development of
his/her brain may slow down. (Photo Credit: SlideShare)

8

BEHAVIOR AND
DEVELOPMENT
OTHER BIOLOGICAL FACTORS
● Heredity (genetics) It is determined by genes. Genes are segments of cell structures called
chromosomes by which parents pass on traits to their offspring. Genes are composed of chemical
substances that give the offspring a tendency toward certain physical and behavioural qualities. ●
Sex/Gender
● Nutrition
● Overall health
● Maternal health during pregnancy
● Surroundings
PSYCHOLOGICAL FACTORS
Psychological factors include all internal perceptual, cognitive, emotional and personality
factors that affect development.
● Gender Identity- One’s internal sense of who one is, based on an interaction of biological traits,
developmental influences, and environmental conditions. This may be male, female, somewhere
in between, a combination of both, or neither. Our understanding of gender is rapidly evolving.
The subject of gender identity is more common these days and, for many, it has become
challenging to keep up with a lot of recommendations and the terms being used. What is clear is
that children struggling with gender identity need our support and understanding. (Rafferty, J.
LifeSpan)
● Role Modelling- Having role models in our life is very important, and having good role models
is more important, as they influence what we do and how we turn out eventually. (Fayyaz, N.
2018) ● Socialization- Socialization starts when you were born and continues into adulthood,
where it shapes each stage of development. Every play date, class, party and sport teaches you to
manage stress, resolve conflict and fit into "the group." (Gasior, K. 2012)
● Relationships with family members- A child's learning and socialization are most influenced by
their family since the family is the child's primary social group. Child development happens
physically, emotionally, socially, and intellectually during this time. (all4kids, 2017)
● Friendship patterns- Friendships for children provide numerous important functions including
companionship, stimulation, physical support, ego-support, social comparison and intimacy, and
affection. Each of these functions has a different degree of importance at different times during
development. Many theorists view the development of friendships similarly to other areas of
human development, as going through predictable progressive stages. (Schwartz, P.)
SOCIOCULTURAL FACTORS
Sociocultural factors include interpersonal, societal, cultural and ethnic factors that affect
development.
Culture- Every child is unique in interacting with the world around them, and what they
invoke and receive from others and the environment also shapes how they think and behave.Children
growing up in different cultures receive specific inputs from their environment. Language is one of the
many ways through which culture affects development. (theconversation)
9

BEHAVIOR AND
DEVELOPMENT
Other Sociocultural Factors

● Nationality
● Ethnicity and Race Relations
● Education
● Employment
HOW DO THESE FACTORS AFFECT THE MASTERY OF DEVELOPMENTAL TASKS?
Professor’s Discussion: These factors affect the mastery of developmental tasks in two ways,
either good influence or bad influence. Mastery of developmental tasks depends on the outside forces
that influence us throughout our life span. For example, victims of bullying are at risk of long term
internalizing problems, such as low self-esteem, depressive symptoms, and anxious feelings.
Therefore, bullied individuals are at risk of having delinquent behavior and substance abuse later in
life. Another Example: A child living with their responsible and loving parents are more likely to be
obedient and law abiding individuals that can achieve their dreams and become successful.

Direction: True or False. Write True if the statement is correct and If the
statement is false, revise the word to make the statement correct.
______________1. Mastery of developmental tasks is permanent,

and developmental stages always correlate with chronological age
(the age of a person as measured from birth to a given date).
______________2. Sociocultural factors include friends,
family, environment and pregnancy problems.
______________3. Mastery of developmental tasks does not
depend on the outside forces that influence us throughout our
life span.
______________4. Language is one of the many ways through
which culture affects development.
______________5. Friendships for children are not important as
they do not provide functions including companionship,
stimulation, physical support, ego-support, social comparison
and intimacy, and affection.

10
BEHAVIOR AND
DEVELOPMENT
Synthesis
● Biological, Psychological and Sociocultural factors affect the mastery of
developmental tasks in two ways, either good influence or bad influence.
● The reason why it is important to study theories is because they attempt to answer
these and many other questions about human nature and its development.
● Childhood experiences shape our personalities and behavior as adults.
Assess performance
A. True or False. Write True if the statement is correct and If the statement is false, revise the word to
make the statement correct.
______________1. A child's learning and socialization are most influenced by their family since the
family is the child's primary social group.
______________2. Having role models in our life is not that important.
______________3. A developmental task is a task at a certain period in life that needs to be completed
or done to move on to the next period.
______________4. Prenatal exposure, which includes smoking, alcohol intake, chemical exposures,
and disease such as diabetes, cannot adversely affect the developing fetus.
______________5. Socialization starts when you were born and continues into adulthood, where it
shapes each stage of development.
B. Direction: Provide your insights (At least 5 insights) on the importance of the following factors in
the mastery of developmental tasks. Before you begin writing, please plan what you will say. Your
answer should be as well organized and as carefully written as you can make it.
1. BIOLOGICAL FACTORS
● ________________________________________________________________________
● ________________________________________________________________________
● ________________________________________________________________________
● ________________________________________________________________________
● ________________________________________________________________________

11
BEHAVIOR AND
DEVELOPMENT
2. PSYCHOLOGICAL FACTORS
● ________________________________________________________________________
● ________________________________________________________________________
● ________________________________________________________________________
● ________________________________________________________________________
● ________________________________________________________________________
3. SOCIOCULTURAL FACTORS
● ________________________________________________________________________
● ________________________________________________________________________
● ________________________________________________________________________
● ________________________________________________________________________
● ________________________________________________________________________
Bibliography
● Foronda, Mercedes A. (2011), Correctional Administration 1
(Institutional Corrections), Manila:PCCr-MLC Textbook Committee
● Stohr, M. K., & Walsh, A. (2018). Corrections: From research, to policy, to practice. Los
Angeles: SAGE.
● Lippert, R. K. and S. Rehaag (2013). Sanctuary Practices in International

Perspectives: Migration, Citizenship and Social Movements London,
Routledge (pp.15-26)
● Gooii. (n.d.). Retrieved September 01, 2020, from

http://vcp.e2bn.org/justice/page11405-background-and-reasons.html
● Public Executions. (n.d.). Retrieved September 01, 2020, from

https://books.google.com.ph/books?id=FEo7J7x2ta8C
12

Crim 3

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Crim 3

Uploaded by

Copyright:

Available Formats

B.S.

CONCEPT AND THEORIES OF HUMAN

As criminology students, it is

Credit: The Explanation/Sam Kneller

.Inform Learners of objectives .

2021 Copyright Philippine College of Criminology. All rights reserved.

B.S. Criminology HUMAN

CONCEPT AND THEORIES OF HUMAN

Stimulate Recall of Prior Learning (10minutes)

1. What is Human Behavior?

2. How do Humans develop?

3. What are the factors that affect Human

2021 Copyright Philippine College of Criminology. All rights reserved.

B.S. Criminology HUMAN

CONCEPT AND THEORIES OF HUMAN

2021 Copyright Philippine College of Criminology. All rights reserved.

B.S. Criminology HUMAN

CONCEPT AND THEORIES OF HUMAN

Concepts of Human Development

Many of us are familiar with the height

2021 Copyright Philippine College of Criminology. All rights reserved.

B.S. Criminology HUMAN

CONCEPT AND THEORIES OF HUMAN

B.S. Criminology HUMAN

CONCEPT AND THEORIES OF HUMAN

2021 Copyright Philippine College of Criminology. All rights reserved.

B.S. Criminology HUMAN

_____________1. Psychosocial concepts include what’s

TOPIC 2: PERIODS OF HUMAN DEVELOPMENT

2021 Copyright Philippine College of Criminology. All rights reserved.

B.S. Criminology HUMAN

Conception occurs and development

2021 Copyright Philippine College of Criminology. All rights reserved.

B.S. Criminology HUMAN

2. Infancy and Toddlerhood

Credit: Maggie's Human Development Site

The ages of 6-11 comprise middle childhood and much of

2021 Copyright Philippine College of Criminology. All rights reserved.

B.S. Criminology HUMAN

Adolescence is a period of transition

2021 Copyright Philippine College of Criminology. All rights reserved.

Late teens, twenties, and thirties are often thought

2021 Copyright Philippine College of Criminology. All rights reserved.

B.S. Criminology HUMAN

What is a Mid-Life Crisis?

This period of the lifespan, late adulthood, has

Elicit Performance (10 minutes)

_____________1. What concept is related to the growth of a human within

2021 Copyright Philippine College of Criminology. All rights reserved.

B.S. Criminology HUMAN

Let’s Check In! (10minutes)

1. What is Human Behavior? And why is it important to study Human

2. Tell us an experience where you could possibly have acted

2021 Copyright Philippine College of Criminology. All rights reserved.

B.S. Criminology HUMAN

2021 Copyright Philippine College of Criminology. All rights reserved.

B.S. Criminology HUMAN

4. This is a period of transition between life as a child, and life as an adult.

2021 Copyright Philippine College of Criminology. All rights reserved.

B.S. Criminology HUMAN

● Human Development, n.d. Lumen Learning,

● Smith, P.K. (2016) Adolescence. United Kingdom: Oxford University Press.

2021 Copyright Philippine College of Criminology. All rights reserved.