HUMAN BEHAVIOR AND VICTIMOLOGY

Behavior (American English) or behaviour (British English; see spelling differences) - is the actions and

mannerisms made by individuals, organisms, systems or artificial entities in conjunction with themselves or
their environment, which includes the other systems or organisms around as well as the (inanimate) physical
environment. It is the computed response of the system or organism to various stimuli or inputs, whether
internal or external, conscious or subconscious, overt or covert, and voluntary or involuntary.
Human Behavior – Anything a person does that involved self-initiated action and or reaction to a given
stimulus. It is composed of adoptive adjustments people makes as they cope with one another, with problems,
with opportunities, and with working together-aspect, in a given situation. It is the sum total of man’s reaction
to his environment.
Human behavior is believed to be influenced by the endocrine system and the nervous system. It is
most commonly believed that complexity in the behavior of an organism is correlated to the complexity of its
nervous system. Generally, organisms with more complex nervous systems have a greater capacity to learn new
responses and thus adjust their behavior.

Two Basic Types of Behavior

a. Inherited Behavior
These are inborn behavior, any behavior reactions or reflexes exhibited by people because of their
inherited capabilities or the process of natural section e.g. the survival of species who are dependent a behavior
like breathing, digesting food, mating and depending oneself.
b. Learned Behavior
These are operant behavior which involves knowing or taking into account, adaptation that enhance a
human being’s ability to cope with changes in the environment in ways which improve the chances of survival
e.g. good command of English, Logical problem solving technique, job skill, and other learned expertise that
give people more control over their lives. It is this behavior that sets human being apart from other animals.

Classification of Human Behavior

1. Habitual – is a form of automatic and routine behavior. It is behavior that people repeat, because this
behavior is easy, comfortable or rewarding. Habitual behavior’s automatically character is demonstrated by
the fact that it is often started by a cue or a change in the situation.
2. Instinctive – they are generally unlearned and simply come out, out of man’s instinct, which can be seen
among instinct-instinct survival behaviors.
3. Symbolic – are behavior that are usually carried out by means of unsaid words, and shown through
symbols or body sign.
4. Complex – are those behaviors that combines two or more of the classified ones.
Causes of Human Behavior
1. Sensation – is the feeling or impression created by a given stimulus or cause, that leads t a particular
reaction or behavior, in short, the effect e.g. visual (sight), Olfactory (Smell), Cutaneous (touch),
Auditory (Hearing), gustatory (taste).
2. Perception- refers to the person’s knowledge of a given stimulus which largely help to determine the
actual behavioral response in a given situation.
3. Awareness – refers to the psychological activity based stimulus or object.

Characteristics of Behavior
1. Evoked by External stimuli or internal need
2. Automatic, voluntary, conscious or motorized
3. Duration – low it terms of function of time
4. Extensity – size, distance and location
5. Intensity – magnitude, whether mild, strong and disintegrate
6. Quantity – whether normal, abnormal, misleading ort unacceptable

Abnormal Behavior - “A.B.” is a Latin Initial which means “away from” Abnormal behavior then can be
defined as a behavior which is away from or deviating from the normal behavior.

Normal Behavior on the other hand is one that is with the concept of a person as his own behavior which he or
she sees normal, and that people who behave as they do, are likewise normal and those that do not behave
similarly are abnormal. Abnormal most of the time referred to as “sick” behavior. It is associated to mental
illness. Behavior which are ineffective, self-defeating, self-destructive and which separates the individuals from
those who are important to him, are regarded as abnormal.

General Characteristics of Human Behavior

1. Behavior is Influenced by a Number of Factors:

The behavior of living organisms is always influenced by a number of factors. Some forms of
human behavior are influenced by a large number of factors while other forms of behavior are
influenced by a fewer factor.

Ex. i. You are sitting in your room reading a novel and suddenly your mother calls you. Immediately
you leave your chair and respond to her call. Here the factor which influences your behavior the most is
your mother’s voice.

ii. You are walking along a road when three boys start making fun of you. Here your behavior will be
determined by a number of factors. If you are alone and if the other boys appear to be bent on giving you
trouble and if you are also in a hurry to reach your destination you will probably ignore them and quietly
keep proceeding. On the other hand, if you have friends with you and feel that you can face the situation
and you are also not in a particular hurry, then probably you will pick up a fight with them.
2. Behavior Varies in Complexity:

Now compare the former example with the latter one. The latter is much more complicated and
is influenced by a number of factors. One may, however, see that behavior ranges in the degree of
complexity from simple behavior which is influenced by a large number of factors, to complex behavior
influenced by a large number of factors. Examples of a very complex behavior may be seen in complex
decision-making activities, such as a judge who delivers a judgement considering a number of factors.

3. The Factors Influencing Behavior are of Different Kinds:

Human behavior is influenced by a number of factors. These factors belong to different

categories. Some of them are physiological and the others psychological. Physiological factors relate to
the physical or biological needs such as hunger, thirst etc. Psychological factors relate to factors such as
ideas, opinions, attitudes etc.

On the other hand, there are factors not pertaining to the individual but which are external that
influence behavior. Physical surroundings, the nature of events, family and friends, the larger society,
and even the overall cultural and social background influence behavior. Thus, we may see that behavior
is influenced by two large sets of factors: those belonging to the individual and those belonging to the
environment. The former can again be classified into the bodily or physiological and the psychological.
The environmental factors can be classified into immediate and direct, and remote and indirect.

4. Individual Differences:

Human behavior is influenced by a number of factors and these factors vary from one person to
another and even from one group of people to another group of people. People differ in their
physiological and bodily conditions, in their past experiences, in their abilities, in their background and
in short, in everything.

It is, therefore, natural that if ten people are put in the same situation all of them do not behave
alike. Each person’s behavior differs from that of others in some respect or to some degree. Thus, if
three boys are walking along the road and they come across a cat, one would like to catch the cat, the
other may start pelting stones at it and the third will probably run away because he has been told that it
is a bad sign to have a cat cross one’s path.

These individual differences result from a number of factors or causes. In fact, a large part of
modem psychology is concerned with the problem of understanding how individual differences arise
and of devising ways and means of minimizing them.

While differences which arise from hereditary or inherited factors affecting the bodily processes
cannot always be eliminated, much of the differences arising from past experience, social background,
etc. can be minimized if not totally eliminated.

5. Behavior Shows Individual Differences and Similarities:

In the above paragraphs emphasis was laid on the fact that behavior differs from person to
person. But this does not mean that all people differ from all others, at all times and in all situations.
 There is also a considerable degree of similarity in behavior among people. For instance, if a particle of
dust falls into a person’s eye, he tries to remove it.

This type of behavior is universally found. On the other hand, there are instances of behavior
where such universality is not found, but a large number of people are found to behave similarly.
Imagine a school situation where the lunch bell has just rung and all the boys come running out. A
hawker selling sweetmeat is found standing outside, but his wares are not kept clean.

Some boys buy the sweetmeat and eat while another group of boys take a second look and
remark, “This is dirty. We should not eat.” Here we find groups of people behaving above like and yet
differently from other people. Thus, we find not only individual differences but also group differences.

It is obvious that psychologists should understand and explain all these shades and degrees of
similarities and differences. It will be possible to predict what people will do on a particular occasion
only to the extent that we can understand and explain similarities. Here we may compare the position of
a psychologist with that of a physicist or chemist.

6. Behavior is Always Purposeful or Goal Directed:

Human behavior is always purposeful and one’s actions are always directed towards some goal
or the other. A boy sitting and studying suddenly gets up and takes a glass of water. Here the goal is to
have a glass of water and the purpose is to quench his thirst. On the other hand, imagine the same boy
sitting and studying. His younger sister goes around him making a noise. The boy tries to move away
from the place.

Here the purpose is to avoid the noise and disturbance and the goal is to reach a place where this
noise is not heard. One can gather two points from these examples. In the first example, the boy could
have quenched his thirst either by taking water or by having a soft drink. The purpose remains the same
while the goals can be different.

In the latter example he could have avoided the disturbance either by moving away to a safer
place or by sending his sister away or by spanking her. Here again the purpose is the same while the
goals can be different. Thus, purposes are more constant and stable while goals can change and one can
choose from alternative goals.

Yet another difference is that in the first example the boy moves towards water. This is what is
called “An Approach Behavior or Positive Goal Directed Behavior”. In the second instance the boy’s
purpose is to avoid the disturbance. This is called Avoidance Behavior. Thus, purposes and goals can be
of an approach or an avoidance type.

7. Behavior is Changeable to a Large Extent:

A number of factors influence human behavior. In view of this it is possible to change behavior
by modifying these factors. It is this changeability which enables a child to become an adult, a bad man
to become a good man and a good man to become a bad man.
 It is again this very characteristic which helps people to adjust to new surroundings. An Indian
migrating to a foreign country very soon acquires new ways of behavior, learns a new language and new
ways of dressing. These changes are the result of his experience.

Such types of changes which result from experience are generally referred to as results of
learning. Much of human behavior is a result of learning. A child learns to behave as an adult. A person
newly joining an office learns the work in the office and learns to behave like others.

All these changes are products of learning. Learning, therefore, has been a topic of major
concern in psychology. Several theories have been developed and a large number of experiments
conducted on both human beings and animals.

These findings have not only helped to understand how the learning processes take place but
have also helped people to learn the appropriate behavior at each stage of the process. They have also
helped us to bring about changes in people who have learnt inappropriate forms of behavior.

8. Behavior Also Shows Stability:

Life is not always full of all sorts of changes. While behavior of people changes, at the same time
there is also certain stability in behavior. It does not change with every change in the environment nor
do all forms of behavior change.

Human behavior shows a lot of stability. For instance, you may still find your grandmother
preferring old ideas and old ways of life, though she is living in an ultramodern society. It is this which
makes life full of contradictions and it is this which also makes it possible for the psychologist to predict
behavior. If human behavior was not stable, there would be utter confusion. People would not be able to
live with each other.

This stability results from the following facts:

(a) Changes in behavior are always slower than change in the environment.

(b) There are certain periods of life when physiological changes proceed rather slowly.

(c) Sometimes psychological changes are slow when the rapid environmental changes do not result in
correspondingly rapid changes in the behavior.

(d) However, it often happens that when physiological changes are fast, the environment remains stable.

(e) More than all these the fact which contributes to the stability of behavior is the purposeful nature of
human behavior. To the extent that purposes remain constant, behavior shows consistency and stability.

9. Behavior is Integrated:

Human behavior, is influenced by a number of factors. It is influenced by a variety of purposes.

Every human being has physiological, psychological, personal and social purposes. He has also been the
subject of different learning experiences. In spite of all these, behavior always shows an order and a
hierarchy of purposes. Every individual believes as a total person and not in an unpredictable manner.
 This process of the organization of different purposes, different learning’s and different
influencing factors results in an integration of behavior. Thus, an individual put in different situations
still shows certain characteristic ways and styles of behavior which help us to understand and predict his
behavior and also to differentiate him from others.

For example, when we say that Ram is a pleasant person, Govind is an unpleasant person,
Krishna is a sociable person and so on. Every person reveals certain overriding characteristics of
behavior which are revealed in almost all situations. Psychologists use the term “personality” to describe
this process of integration and organization of behavior which gives a sense of individuality or
uniqueness to every person. The greater the degree of integration in a person’s behavior the more
effective his behavior is likely to be.

A considerable amount of research in psychology has been devoted to studying and explaining
this process of integration and development of personality. A number of theories have been developed in
this context. What is important here is the fact that human behavior shows stability, consistency,
similarity, as well as uniqueness.

Guidelines for Judging Abnormal Behavior

1. Appropriateness (includes assessment of not only the behavior itself but also the situation in which it is
happening).
2. Flexibility (normal behavior tends to be flexible as a sign of healthy behavior).
3. Impulsivity (Normal behavior is more likely to be a result of a consideration of its consequences, with
important decisions being given careful before implementation). Abnormal behavior, being uncontrolled
or partially controlled needs and drives, tends to be impulsive.

How people interact:

People interact by three psychological position of behavioral patterns called ego states.
1. Parent-ego state - protective, idealistic, evaluative, righteous, refer to laws, rules of standard.
2. Adult-ego states - more upon reasons, factual flexible, views other as co-equal, and reasonable.
3. Child-ego states - dependent, rebellion, selfish, demanding, impatient and emotional.

How people transact:

 Complimentary – it the stimulus and response pattern from one ego state to another are parallel.
 Non-complimentary – if stimulus and response pattern from one ego state to another are not parallel.
The biological background of behavior
The human being is the product of hereditary, environment, and education (training). At birth, man
is considering black except for reflexes which are necessary for which survival. Some of this reflexes are the
following, sucking, swallowing, crying and others.
Man’s eight (8) stages of growth (Human Development):
Pre-natal stage – which is composed of:
a. Ovum period - first two weeks
b. Embryo period - second weeks to second month
c. Fetus period - second month to birth
1. Infancy stage – first two weeks after birth
2. Babyhood – second week to two years’ old
3. Childhood – which is divided into (early childhood, 2-6 yrs. old and late childhood, 7 to eleven years)
4. Puberty – end of childhood and beginning of adolescence
5. Adolescence – which is divided into: (early adolescence, puberty to 17yrs, and late adolescence, 17 to 21
yrs)
6. Adulthood -21 to forty yrs old
7. Middle age - forty to sixty yrs old
8. Old age-sixty and above

Cognitive Development
Jean Piaget developed the theory of cognitive development. Piaget’s theory is widely used in
education programs to prepare teachers to instruct students in developmentally appropriate ways. The theory is
based on four stages:
 Sensorimotor — In the sensorimotor stage (birth to 2 years old), children learn object permanence,
which is the understanding that people and objects still exist even when they’re out of view.

 Preoperational — In the preoperational stage (2-7 years old), children develop symbolic thought,
which is when they begin to progress from concrete to abstract thinking. Children in this stage often
have imaginary friends.

 Concrete operational — In the concrete operational stage (7-11 years old), children solidify their
abstract thinking and begin to understand cause and effect and logical implications of actions.

 Formal operational — In the formal operational stage (adolescence to adulthood), humans plan for the
future, think hypothetically, and assume adult responsibilities.

Moral Development
Lawrence Kohlberg created a theory of human development based on moral development concepts.
The theory comprises the following stages:
  Preconventional – In the preconventional stage, people follow rules because they’re afraid of
punishment and make choices only with their best interests in mind.

 Conventional – In the conventional stage, people act to avoid society’s judgment and follow rules to
maintain the systems and structures that are already in place.

 Postconventional – In the postconventional stage, a genuine concern for the welfare of others and the
greater good of society guides people.

Psychosexual Theory
Sigmund Freud popularized the psychosexual theory. The theory comprises five stages:
 Oral — In the oral stage (birth to 1-year-old), children learn to suck and swallow and may experience
conflict with weaning.
 Anal — In the anal stage (1-3 years old), children learn to withhold or expel feces and may experience
conflict with potty training.
 Phallic — In the phallic stage (3-6 years old), children discover that their genitals can give them
pleasure.
 Latency — In the latency stage (roughly 6 years old through puberty), they take a break from these
physical stages and instead develop mentally and emotionally.
 Genital — In the genital stage (puberty through adulthood), people learn to express themselves
sexually.
Ideally, children move through each phase fluidly as their sexual libidos develop, but if they’re stuck in any of
the phases, they may develop a fixation that hinders their development.

Why Do We Study Human Growth and Development?

The study of human growth and development offers a wealth of value for personal and professional
growth and understanding. Many reasons exist for why we study human growth and development.

Common benefits include the following:

 To gain a better understanding of one’s own life experiences. This can help people personally reach
an understanding of what childhood events shaped their adulthood.

 To gain knowledge of how social context impacts development. This knowledge can be invaluable for
professionals like teachers as they gain a deeper understanding of their students.

 To help others understand and contextualize the ups and downs of life. This helps therapists and
psychologists better aid their clients in self-discovery.

 To understand how societal change can support growth and development. This understanding helps
decision-makers in schools change the educational culture for the better.
  To become a more effective research, teacher, or leader in many different industries. Understanding
human development deeply and in context has many professional benefits that can lead to greater
insight.

 To support the physical and mental health of individuals throughout their life span. Professionals
like doctors, nurses, and therapists must understand human growth and development to better support
their clients.

Students may choose to study human growth and development because of its array of applications
across many professional fields. For example, students who want to become elementary school teachers may
take courses on the stages of human development to understand cognitive development and how children’s
brains grow and change.
Human development is a wide-reaching and ever-changing discipline. A knowledge of human
development can be invaluable to people personally as they continue to learn and grow throughout their lives
and professionally as they learn to apply what they’ve learned to their careers.