(Beh Sci I) Prelims To Finals (1D2022)

BEHAVIORAL SCIENCE
LECTURE # 1.1.01: Normality and Life Cycle
DATE OF LECTURE: August 8, 2018
INSTRUCTOR: Dr. de Castro

Normality as HEALTH
OUTLINE
● correlates with traditional model of the doctor who attempts to
I. Normality free his patient from grossly observable signs and symptoms
A. Terms and Concepts ● John Romano views a healthy person as one who is
i. Autonormal reasonably free of undue pain, discomfort and disability.
ii. Autopathological
iii. Heteronomral Normality as UTOPIA
iv. Heterpathological ● harmonious and optimal blending of the diverse elements of the
B. Functional Perspectives of Normality mental apparatus that culminates in optimal functioning
II. Life Cycle Theory
A. Prenatal period Normality as AVERAGE
B. Infancy
● used in normative studies of behavior and based on
C. Toddler
mathematical principle of the bellshaped curve
D. Preschool period
● considers middle range = normal and both extremes = deviant
E. Middle Childhood

F. Adolescence
Normality as PROCESS
G. Early Adulthood
● normal behavior = end result of interacting systems
H. Middle Adulthood
● temporal changes are essential (e.g. Erik Erikson’s
I. Late Adulthood
Epigenesis of Personality)

I. Normality
II. Life Cycle Theory
● patterns of behavior or personality traits that are typical or that
● stages through which all humans pass from birth to death
conform to some standard or proper and acceptable way of
○ occurs in particular order in every person’s life
behaving and being
○ occurs whether or not all stages are completed

○ there is an order to human life
Normality for the World Health Organization (WHO)
● epigenetic principle maintains that each stage characterized
● state of complete physical mental and social wellbeing by events or crises must be resolved satisfactorily for the
● normality is limited and its definition simply means the absence development to proceed smoothly
of physical or mental disease ○ each phase of the life cycle contains a dominant feature or
crisis points that distinguish it from phases that either
A. Terms and Concepts preceded or will follow it
● Autonormal Person seen as normal by his/her own society
● Autopathological Person seen as abnormal by his/her own A. Prenatal Period
society ● After implantation the egg begins to divide and is known as
● Heteronormal Person seen as normal by members of another Embryo.
society observing him/her ● Growth and development occur at a rapid pace
● Heteropathological Person seen as unusual or pathological ● end of 8 weeks = shape is recognizably human, and the embryo
by members of another society observing him/her has becomes → Fetus
● Maternal Stress
Mental Health ○ Act directly on fetal neural network to ↑ blood pressure,
● successful performance of mental functions in terms of thought, heart rate, and activity level
mood, behavior that results in productive activities, fulfilling ○ Stress Hormones:
relationships with others and the ability to adapt to change and ▪ Epinephrine
to cope with adversity ▪ Norepinephrine
▪ Adrenocorticotropic hormone
B. Functional Perspectives of Normality ● Maternal Drug Use
o FETAL ALCOHOL SYNDROME
● Normality as HEALTH
o SMOKING – associated with below average infant weight
● Normality as UTOPIA
o DRUGS with TERATOGENIC EFFECT:
● Normality as AVERAGE
▪ Tetracyclines, Valproate, Carbamazepine, Phenytoin,
● Normality as PROCESS
Lithium, Warfarin

Trans By: 1D2022 Page 1 of 5

BEHAVIORAL SCIENCE

B. Infancy Sexual Development

● GENDER IDENTITY – manifest at 18 months, fixed by 2430
● Marked by delivery of fetus
months
● Average newborn weighs 3,400 grams
● GENDER ROLE – behavior that society deems appropriate for
○ SMALL FETUS – birth weight of below the 10th percentile
one sex or another
for their gestational age

○ PREMATURE – those with gestation of less than 34
Sphincter Control and Sleep
weeks or a birthweight under 2500 grams
● Toilet training serves as a paradigm of the family’s general
▪ ↑ risk for learning disabilities (dyslexia, emotional and
training practice
behavioral problems, mental retardation and child
● 2 ½ years = complete control of daytime urination
abuse)
● 4 years = complete control of night time urination
○ POSTMATURE – infants born 2 weeks or more beyond
● difficulties in sleeping related to fear of the dark
the expected date
● Most toddlers sleep about 12 hours a day, including a 2 hour
▪ long nails, scanty lanugo hairs, more scalp hair than
nap
usual, ↑ alertness

Reflexes and Survival Systems at Birth D. Preschool Period
● rooting reflex, grasp and plantar reflex, knee reflex, abdominal ● characterized by marked physical and emotional growth
reflex, Moro reflex, tonic neck reflex ● 23 years children reach half their adult height
● 56 years children are ready to enter school
Language and Cognitive Development
● At birth – make noises such as crying Language and Cognitive Development
● 8 weeks – vocalize; babbling sounds occur spontaneously ● use sentences
● 2 years – infants have transformed reflexes into voluntary ● symbolic thinking
actions that are the building blocks of cognition ● egocentric thinking – cannot place themselves in the position
of another child and are incapable of empathy
Emotional and Social Development
● Age Emotional Capacity and Expression Emotional and Social Development
○ Birth Pleasure, surprise, disgust, distress ● express complex emotions = love, unhappiness, jealousy,
○ 68 weeks Joy and envy
○ 34 months Anger ● emotions = easily influenced by somatic events – tiredness and
○ 89 months Sadness, fear hunger
○ 12—18 months Tender affection, shame (18 months) ● SIBLING RIVALRY
○ 24 months Pride ○ Birth of a sibling – tests the capacity of a child for further
○ 34 years Guilt, envy cooperation and sharing
○ 56 years Insecurity, humility, confidence
Play
C. Toddler Period ● Pretend games – help test reallife situations in a playful
manner
● Second year of life is marked by accelerated motor and
● play behavior reflects their level of social development
intellectual development
○ PARALLEL Play

▪ 2 ½ and 3 years
▪ Solitary play along side with another child with no
● begin to listen to explanation
interaction between them
● create new behaviors from the old ones and engage in symbolic
o ASSOCIATIVE Play
activities
▪ Age of 3

▪ Playing with the same toys in pairs or in small groups,
Emotional and Social Development
but no real interaction among them
● “ social referencing” is apparent o COOPERATIVE Play
○ child looks to parents and others for emotional cues about ▪ Age of 4
how to respond to novel events ▪ Able to share
● show exploratory excitement, assertive pleasure, and pleasure ▪ Real interaction and taking turns with other children
in discovery and in developing new behavior
○ teasing and surprising or fooling the parent


BEHAVIORAL SCIENCE

● IMAGINARY COMPANIONS Puberty

o appear usually in children with above average intelligence ● onset of puberty varies (girls enter puberty 12 to 18 months
and usually in the form of persons earlier)
o can also be things, like toys ○ 11 for girls (ranges from 8 to 13)
o significance is unclear, but are usually friendly ○ 13 for boys (ranges from 10 to 14)
o disappear by 12 years old ● triggered by maturation of the hypothalamic pituitary
adrenal gonadal axes (secretion of sex steroids)
E. Middle Childhood ● hormonal activity produces the manifestations of puberty
traditionally categorized as primary and secondary sex
● between 6 years old and puberty
characteristics
● children enter elementary school
○ primary sex characteristics = directly involved in coitus

and reproduction, the reproductive organs and the external
genitalia
● express complex ideas with relations among several elements ○ secondary sex characteristics
● logical exploration tends to dominate fantasy ▪ enlarged breast and hips in girls and facial hair
● ↑ interest in rules and orderliness ▪ lowered voices in boys
● ↑ capacity for selfregulation ▪ height and weight increase earlier in girls; by age 12,
● thinking becomes organized and logical (girls = both taller and heavier)
● 9 or 10 years ability to concentrate = well established ● sensitive to the opinions of their peers and constantly compare
● ↑ independence, learning, and socialization themselves with others
● deviation, real or imagined = lead to feelings of inferiority, low
Emotional and Social Development selfesteem, and loss of confidence
● PEER INTERACTION – assumes major importance
● empathy and concern for others emerges Risk Taking Behavior
● 9 or 10 years well developed capacities for love, compassion, ● alcohol, tobacco, and other substance use
and sharing ● promiscuous sexual activity (risk of acquired immune deficiency
● emotions about sexual differences also begin to emerge = syndrome)
excitement vs. shyness with the opposite sex ● accidentprone behavior (fast driving, skydiving, and hang
○ prefer to interact with children of the same sex gliding)
● CHUM PERIOD
○ Harry Stack Sullivan
○ absence during middle years = early harbinger of F. Early Adulthood
schizophrenia ● 2040 years old
● culmination of all developmental steps that had gone before
School Refusal ● longest phase of human life
● refuse to go to school at this time, generally because of ● peaking biological development
separation anxiety ● assumption of major social roles
● not an isolated problem; children with this problem typically ● evolution of an adult self and life structure
avoid many other social situations ● transition to early adulthood events:
○ graduating from high school
○ starting a job or entering college
F. Adolescence
○ living independently
● characterized by profound biological, psychological, and social
developmental changes Developmental Tasks
● biological onset = signaled by rapid acceleration of skeletal ● option for occupation and marriage (or other intimate
growth and the beginnings of physical sexual development relationships) are explored
● psychological onset = acceleration of cognitive development ● According to Daniel Levinson: Period of Reappraisals
and consolidation of personality formation ○ age of 30 transition = question their choices
● social onset = a period of intensified preparation for the coming ○ ask themselves whether the life they have is the one they
role of young adulthood really want
● INDIVIDUATION
○ leaving the family of origin and becoming one’s own man or
woman, passing through midlife, and preparing in middle
adulthood for the transition into late adulthood


BEHAVIORAL SCIENCE

● Erik Erikson: INTIMACY VS ISOLATION ● MIDLIFE CRISIS

○ time that contacts with others are made ○ physical changes are accompanied by new emotional and
○ intimate relationships develop psychological demands
○ commitment to another person (marriage partner, the ○ period of growing appreciation for what one does have and
significant other) develops a gradual letting go of what might have been
○ unable to cope = lead to isolation so they may become ○ sense of urgency to do and accomplish all they can before
withdrawn, and depressed time runs out
● MARRIAGE ○ usually from adolescent families with:
○ marry for the first time in their midtolate 20’s ▪ parental discord
○ divorced persons marry again ▪ withdrawal by the samesex parent
▪ most cases more successfully than the first time ▪ anxious parents
(marital unit still provides a means for sustained ▪ impulsive parents with a low sense of
intimacy, perpetuates the culture, and gratifies responsibility
interpersonal needs) ● EmptyNest Syndrome
● PARENTHOOD o depression that occurs when their youngest child is about
o by age 30, most have established families and must deal to leave home
with parentchild problems ● Adult Maturity
o experience economic burden of raising a child o mental state that is characterized by:
o men are more concerned with their work and occupational ▪ detailed knowledge of the parameters of human
advancement than with child rearing existence
o women have been concerned about their role as mothers ▪ sophisticated level of selfawareness based on an
than with advancement in their occupation honest appraisal of one’s own experience within those
basic parameters
G. Middle Adulthood ▪ ability to use this intellectual, emotional knowledge,
and insight caringly in relation to one’s self and
● 40 – 65 years old others
● age 40 as “noon of life” ( Carl Jung)
● transition from early adulthood involves the ff:
○ process of reviewing the past H. Late Adulthood
○ considering how life has gone ● >65 years old
○ deciding what the future will be like ● Two groups of older adults:
○ live their remaining years in the different, more satisfying ○ Youngold = ages 6574
way, without knowing exactly how ○ OldOld = ages 75 and beyond
● important gender changes also occur ● Longevity
● women with regards to occupation = begin to experience the ○ family history of longevity = best indicator of a long life
gap between early aspirations and current achievements ○ predictors:
○ wonder whether the lifestyle and commitments they chose ▪ regular medical checkups
are worth continuing ▪ minimal or no caffeine or alcohol consumption,
▪ work gratification
Developmental Tasks ▪ perceived sense of the self as
● Robert Butler: several themes that appear to be present being socially useful
regardless of marital and family status, gender, or economic ● Bernice Neugarten = major conflict of old age:
level o giving up the position of authority
○ aging o evaluating achievements and former competence
○ taking stock of accomplishments and setting goals for the o time of reconciliation with others
future o resolution of grief over the death of others
○ reassessing commitments to family, work, and marriage o approaching death of self
○ dealing with parental illness and death
○ attending to all the developmental tasks without losing the
capacity to experience pleasure or to engage in playful
activity


BEHAVIORAL SCIENCE

Psychosocial Aspects of Aging

● Social Activity
○ Healthy older persons = maintain a level of social activity
that is only slightly changed from that of earlier years
○ old age = period of continued intellectual, emotional and
psychological growth
○ Contact with younger persons = important
○ Old persons = pass on cultural values + provide care
services to the younger generation ( maintain a sense of
usefulness that contributes to selfesteem)
● Ageism
○ by Robert Butler
○ discrimination toward old persons and to the negative
stereotypes about old age that are held by younger adults
● Retirement
○ time for the pursuit of leisure and for freedom from the
responsibility of previous working commitments
○ time of stress = retirement results in economic problems or
a loss of selfesteem
● Sexual Activity
○ estimated 70% of men and 20% of women over age 60
years, are sexually active
○ sexual activity = limited by the absence of an available
partner

Psychiatric Problems of Older Persons
● prevalence of major depressive disorder + dysthymia in old
age = less than in younger age groups
o rarity of lateonset depression
o higher mortality among persons with depression
o general decrease in disorders caused by emotional
upheavals
o substance abuse in older persons
● depression in older persons = accompanied by physical
symptoms or cognitive changes that may mimic dementia

References

● Dr. de Castro’s Powerpoint
● Kaplan and Sadock’s Synopsis of Psychiatry


BEHAVIORAL SCIENCE
LECTURE # 1.1.02: Attachment Theory

OUTLINE II. Phases of Attachment
I. Attachment Theory and Development ● HARRY HARLOW
II. Phases of Attachment ○ demonstrated the emotional and behavioral effects of
A. First Phase: PreAttachment Stage isolating monkeys from birth and keeping them from
B. Second Phase: Attachment in the Making forming attachments
C. Third Phase: Clearcut Attachment ○ Result = isolates were withdrawn → unable to relate to
D. Fourth Phase peers + unable to mate + incapable of caring for their
III. Types of Insecure Attachment offspring
A. Insecureavoidant child
B. Insecureambivalent child A. First Phase: PREATTACHMENT STAGE
C. Insecuredisorganized childs
● birth to 812 weeks
IV. Secure Base Effect
● babies orient to their mothers
A. Transitional Objects
● follows them with their eyes at 180degree range
B. Secure Base Effect
● turn toward and move rhythmically with their mother’s voice
V. Bowlby’s Theory of Anxiety

A. Separation Anxiety

B. Stranger Anxiety
VI. Disorders of Attachment B. Second Phase: ATTACHMENT IN THE MAKING
A. Anaclitic Depression ● 812 weeks to 6 months
B. Child Maltreatment ● infants become attached to one or more persons in the
VII. Relationship Disorders environment
VIII. Attachment Styles
A. AnxiousAmbivalent Attachment Style
C. Third Phase: CLEARCUT ATTACHMENT
B. Avoidant Attachment Style
C. Secure Attachment ● 6 months to 24 months
● infants cry and show other forms of distress when separated
from the caretaker or mother
I. Attachment Theory and Development
● occur as early as 3 months in some infants
● JOHN BOWLBY ● on being returned to the mother = infant stops crying and clings,
○ normal attachment in infancy is crucial to a person’s as if to gain further assurance of the mother’s return
healthy development ● sometimes, seeing the mother after a separation is sufficient for
○ attachment occurs = “warm, intimate and continuous crying to stop
relationship with the mother in which both find satisfaction
and enjoyment.” D. Fourth Phase
● Attachment
○ emotional tone between children and their caregivers ● >25 months
○ evidenced by an infant’s seeking and clinging to the ● mother figure is seen as independent and a more complex
caregiving person, usually the mother relationship between the mother and child develops
● Bonding
○ concerns the mother's feelings for her infant and differs III. Types of Insecure Attachment
from attachment
● MARY AINSWORTH

○ interaction between the mother and her baby during the
Ethological Studies
attachment period significantly influences the baby's
● nonhuman primates and other animals exhibit attachment current and future behavior
behavior patterns → presumably instinctual + governed by
inborn tendencies
● instinctual attachment system: imprinting A. Insecureavoidant Child
○ certain stimuli can elicit innate behavior patterns during the ● experienced brusque or aggressive parenting
first few hours of an animal's behavioral development ● tends to avoid close contact with people
● lingers near caregivers rather than approach them directly when
faced with a threat


BEHAVIORAL SCIENCE

B. Insecureambivalent Child A. Separation Anxiety

● finds exploratory play difficult even in the absence of danger ● expressed as fearfulness or irritability
● clings to his or her inconsistent parents ● response of a child who is isolated or separated from his mother
or caretaker
C. Insecuredisorganized Child ● most common at 10 to 18 months
● disappears generally at the end of the third year
● parents who are emotionally absent with a parental history of
abuse in their childhood
● tend to behave in bizarre ways when threatened B. Stranger Anxiety
● disorganization = severe form of insecure attachment and ● response to someone other than the caregiver at about
a possible precursor of severe personality disorder and 8 months
dissociative phenomena in adolescence and early adulthood
VI. Disorders of Attachment
IV. Secure Base Effect ● characterized by biopsychosocial pathology that results from
● attachment serves to reduce anxiety maternal deprivation (lack of care by, and interaction with, the
● enables children to move away from attachment figures and to mother or caregiver)
explore the environment ● behavior patterns in children who are separated from their
mothers for long periods ( more than 3 months)
A. Transitional Objects ○ Protest child protests the separation by crying, calling
out, and searching for the lost person
● Donald Winnicott ○ Despair child appears to lose hope that the mother will
● inanimate objects, such as a teddy bear and a blanket return
● serve as a secure base, one that often accompanies them as ○ Detachment child emotionally separates himself or
they investigate herself from the mother
● problems traced to negative attachment experiences:
B. Strange Situation ○ failure to thrive syndromes
● Ainsworth ○ psychosocial dwarfism
● research protocol for assessing the quality and security of an ○ separation anxiety disorder
infant's attachment ○ avoidant personality disorder
● infant is exposed to escalating amounts of stress (Figure 1) ○ depressive disorders
● 65 percent of infants = securely attached by the age of ○ delinquency
24 months ○ academic problems
○ borderline intelligence

A. Anaclitic Depression
● AKA hospitalism
● Rene Spitz
● infants who had made normal attachments but were then
suddenly separated from their mothers for varying times and
Figure 1. Ainsworth’s Strange Situation Research Protocol placed institutions or hospitals
● children became depressed, withdrawn, nonresponsive, and
vulnerable to illness but recovered when their mothers returned
V. Bowlby’s Theory of Anxiety or when surrogate mothering was available
● child’s sense of distress during separation = perceived and
experienced as anxiety + prototype of anxiety B. Child Maltreatment
● mother’s ability to relieve the infant’s anxiety or fear =
fundamental to the growth of attachment in the infant ● abused children often maintain their attachments to abusive
○ child gains a sense of security = mother is close to the child parents
and the child experiences no fear
○ mother is unavailable to the infant because of physical
absence or psychological impairment = anxiety develops in
the infant


BEHAVIORAL SCIENCE

VII. Relationship Disorders

● person's psychological health and sense of wellbeing depend
significantly on the quality of his or her relationships and
attachment to others
● core issue in all close personal relationships = establishing and
regulating that connection
● typical attachment interaction = one person seeks more
proximity and affection, and the other either reciprocates,
rejects, or disqualifies the request
● pattern is shaped through repeated exchanges

VIII. Attachment Styles

A. Anxiousambivalent Attachment Style
● tend to be obsessed with romantic partners, suffer from extreme
jealousy
● ↑ divorce rate

B. Avoidant Attachment Style

● relatively uninvested in close relationships
● often feel lonely
● afraid of intimacy → tend to withdraw when there is stress or
conflict in the relationship
● ↑ breakup rates

C. Secure Attachment

● highly invested in relationships

● tend to behave without much possessiveness or fear of rejection

References



BEHAVIORAL SCIENCE
LECTURE # 1.1.03: Cognitive Development Theory

● critical achievement of this period: development of object
OUTLINE
permanence or the schema of the permanent object
I. Piaget’s Cognitive Development Theory o differentiate themselves from the world
A. Sensorimotor Stage o maintain a mental image of an object (even when it is not
i. Object Permanence present and visible)
B. PreOperational Stage
i. Egocentrism Object Permanence
ii. Phenomenalistic Causality ● an object exists when the child sees it
iii. Animistic Thinking o 78 months child begins to understand that the
iv. Semiotic Function object/person will still exist even when already out of
C. Concrete Operational Stage sight
i. Syllogistic Reasoning
ii. Conservation
B. PreOperational Stage (27 years old)
iii. Reversability
D. Formal Operational Stage ● understand the use of symbols and language
i. Hypotheticodeductive Reasoning ● “ symbolic thinking”
○ pretend play
● unable to think logically/deductively
I. Piaget’s Cognitive Development Theory
○ concepts are primitive
○ can name objects but not classes
Jean Piaget ○ no sense of cause and effect
● swiss developmental psychologist, philosopher ▪ if glass was dropped and then breaks → no
● developed theories concerning how children learn while sense of cause and effect
studying his own children ▪ glass was ready to break, not that they broke the
● emphasized the ways that “children think and acquire glass
knowledge” ○ no sense of conservation
○ things: represented as function
▪ child defines a bike as “to ride” and a hole as “to dig”
Components of Cognitive Development Theory ○ cannot grasp the sameness of an object in different
● Schema circumstances
○ basic building block of intelligent behavior ▪ same doll in a carriage, a crib, or a chair is perceived
○ way of organizing knowledge to be three different objects
● sense of immanent justice belief that punishment for bad
● Processes that enable the transition from one stage to deeds is inevitable
another
○ Assimilation use of initial knowledge Egocentrism
○ Accommodation schema needs to be changed ● see themselves as the center of the universe
○ Equilibration existing knowledge or schema used to deal ● cannot deal with moral dilemmas (although they have a sense of
with new situations what is good and bad)
o when asked, “Who is more guilty, the person who breaks
● Four Stages of Developments one dish on purpose or a person who breaks 10 dishes by
○ Sensorimotor Stage accident?” a young child usually answers the person who
○ PreOperational Stage breaks 10 dishes by accident is more guilty
○ Concrete Operational Stage
○ Formal Operational Stage Phenomenalistic Causality
● type of magical thinking wherein events that occur together
A. Sensorimotor Stage (02 years old) are thought to cause one another
o thunder causes lightning, and bad thoughts cause
● child begins to interact with the environment
accidents
● knowledge of the world is limited, since it’s based on physical

interactions/experiences

● physical mobility: allows the child to begin developing new

intellectual abilities


BEHAVIORAL SCIENCE
LECTURE # 1.1.03: Cognitive Development Theory

Animistic Thinking
● tendency to endow physical events and objects with lifelike
psychological attributes, such as feelings and intentions

Semiotic Function
● can represent something = such as an object, an event, or a
conceptual scheme → with a signifier Reversibility
o serves a representative function
● capacity to understand the relation between things, to realize
▪ language, mental image, symbolic gesture
that one thing can turn into another and back again
● use a symbol or sign to stand for something else
o ice and water
o drawing = a semiotic function initially done as a

playful exercise but eventually signifying something else
in the real world D. Formal Operational Stage (1116 years old)
● most of previous characteristics discussed have now developed
C. Concrete Operational Stage (711 years old) ● with logical thinking
○ able to work through abstract problems
● operate and act on the concrete, real, and perceivable world
○ use logic without the presence of concrete
of objects and events
manipulation
● egocentric thought is replaced by operational thought
● thinking:
○ involves dealing with a wide array of information outside
○ operates in a formal, highly logical, systematic, and
the child
symbolic manner
○ can now see things from someone else’s perspective
○ ability to think abstractly

○ reason deductively
Syllogistic Reasoning
○ define concepts
● logical conclusion is formed from two premises, appears during ○ deal with permutations and combinations
this stage ○ grasp the concept of probabilities
● begin to use: ● abstract thinking = shown by the adolescent’s interest in a
o limited logical thought processes variety of issues (philosophy, religion, ethics, politics)
o can serialize, order, and group things into classes on
the basis of common characteristics Hypotheticodeductive Thinking
▪ all horses are mammals (premise) ; all mammals are
● highest organization of cognition
warmblooded (premise) ; therefore, all horses are
● enables person’s to make a hypothesis or proposition and to
warmblooded (conclusion)
test it against reality
● able to reason and follow rules and regulations
● deductive reasoning moves from the general to the
o can regulate themselves
particular
o begin to develop a moral sense and a code of values
o more complicated than inductive reasoning, (moves from
o attains a healthy respect for rules and understands that
the particular to the general)
there are legitimate exceptions to rules

Conservation References
● awareness that a quantity remains the same despite a change
in its appearance ● Dr. de Castro’s Powerpoint
o understand that although the appearance has changed the ● Kaplan and Sadock’s Synopsis of Psychiatry
thing itself does not


BEHAVIORAL SCIENCE
LECTURE # 1.2.01: Topography of the Mind
DATE OF LECTURE: October 10, 2018
INSTRUCTOR: Dr. De Castro

Principal Characteristics of Instinct Theory

● SOURCE where the instinct arises
OUTLINE
● IMPETUS amount of force or intensity associated with instincts
I. Sigmund Freud ● AIM action directed toward tension discharge + satisfaction
A. Interpretation of Dreams ● OBJECT target for this action
II. Instinct or Drive Theory
A. Instinct Types of Instincts
i. principal characteristics (source, impetus, aim, object) ● LIBIDO
ii. types of instincts ○ force by which the sexual instincts is represented in the
1. libido mind
2. ego Instincts ● EGO INSTINCTS
3. aggression ○ connected with selfpreservation
4. life and Death Instincts ○ nonsexual component of narcissistic investment
III. Topographical Model of the Mind ● AGGRESSION
A. Conscious System ○ component of sexual instincts in the form of sadism
B. Preconscious System ● LIFE AND DEATH INSTINCTS
C. Unconscious System ○ forces underlying the sexual + aggressive instincts
IV. Ego Psychology
A. Id
B. Ego III. Topographical Model of the Mind (Iceberg Theory)
C. Superego

I. Sigmund Freud
● founder: Classic Psychoanalysis
● remained central to psychiatric and psychotherapeutic practice
○ notion of psychic determination
○ unconscious mental activity
○ role of childhood experience → shaping the adult
personality
● symptoms + thoughts + feelings + behavior = final common
pathways of meaningful processes (many of which were
unconscious)
A. Conscious System
○ even when biological factors influence the pathogenesis of
a disorder = symptoms have psychological meaning to the ● perceptions coming from the outside world or from within the
person body or mind = brought into awareness
● thoughts + perceptions
Interpretation of Dreams ● subjective phenomenon = content can be communicated only by
● significance of dreams: patients report their dreams in the means of language or behavior
process of free association
● dreams = disguised fulfillment of the unconscious childhood B. Preconscious System
wish
● mental events + processes + contents that can be brought into
○ not readily accessible to conscious awareness in waking
conscious awareness by the act of focusing attention
life
● memories + stored knowledge

○ consciously aware of the appearance of their first grade
II. Instinct or Drive Theory teacher, they ordinarily can bring this image to the mind by
deliberately focusing attention on the memory
● interfaces with both unconscious + conscious regions of the
A. Instinct
mind
● pattern of speciesspecific behavior → geneticallyderived ● contents of the unconscious → must become linked with
○ more or less independent of learning words = become preconscious
● maintains the repressive barrier + censor unacceptable
wishes and desires


BEHAVIORAL SCIENCE
LECTURE # 1.2.01: Topography of the Mind

C. Unconscious System B. Ego

● dynamic ● maintains a balance between impulses (id) vs conscience
● mental contents + processes = kept from conscious (superego)
awareness through the force of censorship or repression ● based on REALITY PRINCIPLE
● closely related to instinctual drives ● spans all three topographical dimensions (Conscious +
○ instincts: sexual + selfpreservative drives Preconscious + Unconscious)
○ unconscious: mental representations + derivatives of the ● correlates external reality → id = to appropriate its energy to
sexual instinct do its work
● content of the unconscious is limited to wishes → seeking ● logical and abstract thinking + verbal expression =
fulfillment associated with conscious and preconscious functions of
○ wishes = provide the motivation for dreams + neurotic the ego
symptom formation
● characterized by primary process thinking C. Superego
○ principally aimed at → facilitating wish fulfillment +
instinctual discharge ● represents conscience
● governed by = pleasure principle ● moral part of individuals which developed from a system of
● disregards logical connections ideals and values
● memories in the unconscious = divorced from their connection ○ establishes + maintains an individual’s moral conscience
with verbal symbols → on the basis of a complex system of ideals +values
internalized from parents
● for Freud, superego = heir to Oedipus Complex
IV. Ego Psychology ○ children internalize parental values + standards about the
● transition from Freud’s topographical model of the mind → age of 56 years
Tripartite Structural Model ○ superego = serves an agency that provides ongoing
scrutiny of a person’s behavior, thoughts, feelings →
makes comparisons with expected standards of behavior
+ offers approval or disapproval
● activities occur largely unconsciously

References


A. Id

● reservoir of unorganized instinctual drives
● part of the personality = contains primitive impulses (sex,
anger and hunger)
● based on PLEASURE PRINCIPLE
● reservoir of unorganized instinctual drives
○ operating under the domination of the primary process
● LACKS: capacity to delay or modify the instinctual drives
with which an infant is born
● NOT synonymous with unconscious
○ both the ego + superego have unconscious components


BEHAVIORAL SCIENCE
LECTURE # 1.2.02: Defense Mechanisms

B. Distortion
OUTLINE ● reshaping external reality to suit inner needs
I. Defense Mechanism ● use sustained feelings of delusional superiority
II. Narcissistic Defenses ○ unrealistic beliefs, hallucinations, wishfulfilling delusions
A. Denial
B. Distortion C. Projection
C. Projection
● reacting to unacceptable inner impulses (as though they were
III. Immature Defenses
outside the self)
A. Acting Out
● psychotic level: frank delusions about external reality and
B. Blocking
psychotic paranoid delusions
C. Hypochondriasis
● Freud: homosexual libidinal impulses – hatred objects of
D. Introjection
unacceptable homosexual impulse
E. PassiveAggressive Behavior
○ lesbian who blames other lesbians for being homosexual,
F. Regression
but in reality she is a lesbian by heart
G. Fantasy

H. Somatization
IV. Neurotic Defenses III. Immature Defenses
A. Controlling ● more commonly present in adolescence
B. Displacement ○ seen in severe depression, personality disorders
C. Externalization ● socially undesirable + immature difficult to deal with and
D. Inhibition seriously out of touch with reality
E. Isolation ● overuse → lead to serious problems in a person’s ability to
F. Intellectualization cope effectively
G. Rationalization
H. Dissociation
A. Acting out
I. Reaction Formation
J. Repression ● direct expression of an unconscious wish or impulse →
K. Sexaulization without conscious awareness of them that drive that
V. Mature Defenses expressive behavior
A. Altruism
B. Anticipation B. Blocking
C. Asceticism
● transiently or temporarily inhibiting thoughts about unpleasant
D. Humor
thing or experiences
E. Sublimation
○ I won’t think about that today
F. Suppression

C. Hypochondriasis
I. Defense Mechanisms
● transformation of negative feelings towards others → into
● variety of unconscious personality reactions which the ego
negative feelings toward self (pain, illness and anxiety)
uses to protect the conscious mind from threatening feelings

and perceptions
D. Introjection
II. Narcissistic Defenses ● accepting another person’s attitudes, beliefs and values = as
one’s own

A. Denial
E. PassiveAggressive Behavior
● avoiding reality by negating sensory data
● aggression towards others expressing passively or indirectly
● abolishes external reality
○ procrastination
● used in normal and pathological states

○ women diagnosed with diabetes mellitus and yet she

continues to overeat chocolates


BEHAVIORAL SCIENCE

F. Regression F. Intellectualization
● moving back to a previous developmental stage = to feel safe ● excessively using intellectual processes = avoid affective
or have needs met expression or experience
○ man pouts like a 4 year old if he is not the center of his ● closely allied to rationalization
girlfriend’s attention
G. Rationalization
G. Fantasy ● offering rational explanations
● tendency to retreat into fantasy in order to resolve inner and ● justify attitudes, beliefs, or behavior that may otherwise be
outer conflicts unacceptable
○ an adolescent who believes she is a witch and can cast ○ mourner stating that the deceased person is in a better
spells or curses to supernaturally help her situation or hurt place now in order to ease feelings of guilt associated with
others death
● “Sour graping”
H. Somatization
● unexpressed emotion converted into → physical symptoms G. Dissociation

○ Physical complaints suggest major medical illness but have ● associated with fugue state + hysterical Conversion
no demonstrable organic basis ● also found in:
○ counterphobic behavior
III. Neurotic Defenses ○ dissociative identity disorder
○ use of pharmacological highs or religious joy
● usually encountered in obsessivecompulsive and hysterical ● Multiple Personality Disorders
patients as well as in adults under stress

H. Reaction Formation
A. Controlling
● transforming an unacceptable impulse into → its opposite
● attempting to manage or regulate events or objects in the ● characteristic of obsessional neurosis
environment → to minimize anxiety + resolve inner conflicts ● tendency to become = a permanent character trait
○ when we deny some feels we cannot accept and outwardly
B. Displacement express the opposite feeling
● shifting an emotion or object to another → resembles the
original in some aspect or quality I. Repression
● permits the symbolic representation of the original idea or ● expelling or withholding from consciousness an idea or
evokes less distress feelings
● Primary = does not reach consciousness
C. Externalization ● Secondary = reaches consciousness but not totally forgotten
● tending to perceive in the external world and external
objects elements of one’s own personality, conflicts, moods J. Sexualization
and styles of thinking ● endowing an object or behavior with → sexual significance
○ to turn a negative → exciting and stimulating experience
D. Inhibition ○ to ward off anxieties associated with the object
● consciously limiting or renouncing some ego functions,
alone or in combination = evade anxiety IV. Mature Defenses

E. Isolation A. Altruism
● splitting or separating an idea from the affect that ● using constructive + instinctually gratifying service to others
accompanies it but repressed = to undergo a vicarious experience
● social isolation → absence of object relationship ● includes benign + constructive reaction formation


BEHAVIORAL SCIENCE

B. Anticipation

● realistically anticipating or planning for future inner
discomfort
● mechanism: goaldirected + implies careful planning or
worrying and premature but realistic affective anticipation
of dire and potentially dreadful outcomes

C. Asceticism
● eliminating the pleasurable effects of experiences
● moral element in assigning values to specific pleasures
○ gratification = derived from renunciation
○ asceticism = directed against all base pleasures perceived
consciously

D. Humor
● using comedy to overtly express feelings + thoughts
○ without personal discomfort or immobilization
○ without producing an unpleasant effect on others
● allows a person to tolerate and yet focus on what is too
terrible to be borne
● different from wit (form of displacement that involves
distraction from affective issue)

E. Sublimation

● achieving impulse gratification + retention of goals but
altering a socially objectionable aim or object → to a
socially acceptable one
● allows instincts to be channeled (rather than blocked or
diverted)
● feelings are acknowledged + modified + directed toward a →
significant object or goal
○ modest instinctual satisfaction occurs

F. Suppression

● consciously or semiconsciously postponing attention to a

conscious impulse or conflict

● issues may be deliberately cut off, BUT not avoided

● discomfort = acknowledged + minimized

References



BEHAVIORAL SCIENCE
LECTURE # 1.2.03: Learning Theories

IVAN PAVLOV
OUTLINE
● Salivating Dog = food was placed in its mouth or sound of
I. Types of Learning person coming to feed it
II. Classic Conditioning ○ saliva flow = Conditioned Response (CR) → elicited
A. Ivan Pavlov’ Salivating Dog under a particular stimulus
B. Extinction ● Typical Pavlovian Experiment
C. John Watson’s Little Albert ○ stimulus (S) = NO capacity to evoke response
D. Stimulus Generalization ▪ UNCONDITIONED STIMULUS (UCS) →
E. Discrimination UNCONDITIONED RESPONSE (UCR) →
III. Operant Conditioning CONDITIONED STIMULUS (CS) =
A. B.F. Skinner CONDITIONED RESPONSE (CR)
B. Edward Thorndike’s Trial and Error Learning ○ elicit response thru → consistent association
C. David Premack’s Principle (Grandma’s Rule)
IV. Social Learning Theory
A. Albert Bandura’s Reciprocal Determinism
B. Cognitive Learning
C. Memory Formation and Storage
i. Longterm Memory
ii. Shortterm Memory

I. Types of Learning

CLASSIC CONDITIONING
● learning = result of the contiguity of environmental events
○ when events occur closely together in time → people will
A. Extinction
probably come to associate the two
● when the conditioned stimulus is constantly repeated without the
OPERANT CONDITIONING unconditioned stimulus
● learning = result from the consequences of a person’s ○ response evoked by the conditioned stimulus = gradually
actions weakens → eventually disappears

SOCIAL LEARNING THEORY JOHN WATSON
● incorporates both classic conditioning + operant ● explained aspects of human behavior (thru Pavlov’s theory)
conditioning models of learning ● Little Albert Experiment = producing a phobia
● considers a reciprocal interaction between the person + ○ Boy + Rat = Boy not afraid w/ Rat
environment ○ Boy + Rat w/ Frightening noise = Boy afraid w/ Rat after
many repetitions
○ Boy + Rabbit (also furry) = same response
II. Classic Conditioning
● AKA respondent conditioning
● results from = repeated pairing of a neutral (conditioned)
stimulus + one that evokes a response (unconditioned
stimulus)
○ neutral stimulus eventually comes to evoke the response
● time relation between the presentation of the conditioned
and unconditioned stimuli is important
○ varies for optimal learning from a fraction of a second to
several seconds


BEHAVIORAL SCIENCE
LECTURE # 1.2.03: Learning Theories

B. Stimulus Generalization A. Reciprocal Determinism

● process whereby a conditioned response is transferred from
one stimulus → to another ALBERT BANDURA
● behavior = interplay between cognitive and environmental
C. Discrimination factors
● eliminate negative behavior patterns by → learning alternative
● process of recognizing and responding to differences
techniques from other role models
between similar stimuli
○ fearful children become less fearful when they watch other
○ if the 2 stimuli are sufficiently different = animal can learn to
children acting fearlessly in the same situation
respond to one and not to the other
● demonstrating a fearless approach to a phobic situation may

be useful to motivate a patient's approach to the feared
II. Operant Conditioning object or situation

B.F. SKINNER B. Cognitive Learning
● developed Operant Conditioning ● cognition = process of obtaining + organizing + using
● animal active and behaves in a way that produces = reward intellectual knowledge
● learning = consequence of action ● persons perform mental operations → store bits of
○ rat receives reinforcing stimulus (food) = only when it information in memory → retrieved later
correctly responds by pressing a lever ● focus: ROLE OF UNDERSTANDING
● food + approval + praise + good grades + or any that satisfies a ○ understanding the connection between cause and effect,
need = can serve as a reward between action and the consequences of the action
● cognitive strategies = mental plans that persons use to
EDWARD THORNDIKE understand themselves and the environment
● developed Trial and Error Learning (related to Operant
Conditioning)
C. Memory Formation and Storage
○ person or animal attempts to solve a problem by trying
different actions → until one proves successful ● neurobiological basis of learning located @ Hippocampus +
○ organism behaves in a way that is instrumental in Cortex + Cerebellum
producing a reward ● learning = begins with the senses taking in an environmental
stimulus that is eventually transformed → into a memory trace
DAVID PREMACK or memory link
● developed Premack’s Principle ○ ↑ synaptic connections = memory → permanence
○ behavior engaged in with ↑ frequency can be used to
reinforce a ↓ frequency behavior ● childhood memories that survive = associated with the time the
○ Grandma’s Rule = if you eat your spinach, you can have child learned to speak (35 years old)
dessert ○ before then, only memories associated with traumatic
events or with smell are likely to be remembered

III. Social Learning Theory
Longterm Memory
● relies on role modeling + identification + human ● recent memory, recent past memory, remote memory, and
interactions secondary memory
● learning = by imitating the behavior of another person, but
personal factors are involved Shortterm Memory
● combination of classic conditioning + operant conditioning ● immediate memory, working memory, primary memory, and
○ imitation of the model must be reinforced or rewarded if the buffer memory
behaviors are to become part of the person’s repertoire ● affected by chronic emotional stress, psychological
exhaustion, or too much input

References



BEHAVIORAL SCIENCE
LECTURE # 1.3.01: Epigenetic Theory Psychosocial Development

Virtue
OUTLINE
● if a stage is managed well:
I. Epigenetic Theory of Erik Erikson ○ a certain virtue or psychosocial strength is gained
II. Trust vs Mistrust
III. Autonomy vs Shame and Doubt ● if stage is not managed well
IV. Initiative vs Guilt ○ maladaptation and malignancies are gained
V. Industry vs Inferiority
VI. Identity vs Role Confusion
STAGE 1: TRUST vs MISTRUST
VII. Intimacy and Solidarity vs Isolation
VIII. Generativity vs Self Absorption or Stagnation
IX. Integrity vs Despair Infancy (Birth 18 months)
Drive and Hope
I. Epigenetic Theory

● from the term “epigenesis” ● most fundamental stage in life
● development → a predetermined unfolding of a person’s ● major emphasis = mother's positive and loving care for the
personality in eight stages child
● each stage = has an optimal time o visual contact
● progress through each stage → determined by the success of o touch
a person in all the previous stages
● most significant relationship = MATERNAL PARENTS
Erik Erikson
● epigenetic principle ● if PASSED successfully:
● expanded Freud's theory of stages o will learn to trust that life is basically okay
o have basic confidence in the future

● if FAILED (due to not experiencing trust + constantly
frustrated because needs are not met):
o end up with a deepseated feeling of worthlessness
o a mistrust of the world in general

STAGE 2: AUTONOMY vs SHAME and DOUBT

Early Childhood (18 months 3 years)
Selfcontrol, Courage, and Will

● most significant relationship = PARENTS

● if PASSED successfully (learning how to control one’s
body functions):
o leads to a feeling of control and a sense of independence
A. Criteria for Each Stage or autonomy
▪ toilet training, more control over food choices, toy
preferences, and clothing selection
Tasks
● each stage involves a certain developmental tasks that are ● if FAILED (due to being very vulnerable):
psychosocial in nature o great shame and doubt of our capabilities
o suffer low selfesteem
Optimal Time ▪ ashamed in the process of toilet training or in learning
● each stage requires a specific time to be completed other important skills
○ we can’t rush or slow down children into adulthood


BEHAVIORAL SCIENCE

STAGE 3: INITIATIVE vs GUILT STAGE 5: IDENTITY vs ROLE CONFUSION

Play Age (3 5 years) Adolescence (12 18 years)
Purpose Devotion and Fidelity

● children begin to assert their power + control over the world ● exploring their independence + developing a sense of self
through → directing play and other social interaction
o make up stories with Barbies and Ken's, toy phones and ● most significant relationship = PEER GROUPS
miniature cars ● if PASSED successfully (receiving proper encouragement
o playing out roles in a trial universe and reinforcement through personal exploration):
o begin to use word for exploring the world— "WHY?“ o strong sense of self
o feeling of independence and control
● most significant relationship = BASIC FAMILY
● if FAILED (due to being unsure of their beliefs and desires):
● if PASSED successfully: o insecure + confused about themselves and the future
o feel capable and able to lead others
STAGE 6: INTIMACY and SOLIDARITY vs ISOLATION
● if FAILED:
o left with a sense of guilt
o selfdoubt Young Adulthood (18 35 years)
o lack of initiative Affiliation and Love

STAGE 4: INDUSTRY vs INFERIORITY ● people are exploring personal relationships

● most significant relationship = MARITAL PARTNERS +
School Age (6 12 years)
FRIENDS
Method and Competence

● if PASSED successfully:
● latency o develop relationships that are committed and secure
● very social stage of development
● if FAILED (due to poor sense of self):
● most significant relationship = SCHOOL and NEIGHBORHOOD o less committed relationships
o more likely to suffer emotional isolation, loneliness, and
● if PASSED successfully (capable of learning + creating and depression
accomplishing numerous new skills and knowledge:
o sense of industry STAGE 7: GENERATIVITY vs SELF ABSORPTION or STAGNATION

● if FAILED (due to unresolved feelings of inadequacy and
inferiority ): Middle Adulthood (35 55 or 65 years)
o serious problems in terms of competence and Production and Care
selfesteem

● continue to build their lives → focusing on career and family

● most significant relationship = within the WORKPLACE +
COMMUNITY + FAMILY

o feel that they are contributing to the world by being active

● if FAILED:
o feel unproductive and uninvolved in the world


BEHAVIORAL SCIENCE

STAGE 8: INTEGRITY vs DESPAIR References

Late Adulthood (55 or 65 years death)

Wisdom

● focused on reflecting back on life 

● most significant relationship = MANKIND (my kind)

o feel a sense of integrity
o looking back with few regrets
o general feeling of satisfaction
o attain wisdom even when confronting death

● if FAILED:
o feel that their life has been wasted
o will experience many regrets
o left with feelings of bitterness and despair


BEHAVIORAL SCIENCE
LECTURE # 1.3.02: Human Sexuality, Sexual Disorders, and Paraphilia
DATE OF LECTURE: November 7, 2018

OUTLINE I. Sexuality
I. Sexuality ● determined by:
A. Normal Sexuality o anatomy
II. Psychosexuality o physiology
A. Sigmund Freud o psychology
III. Psychosexual Factors o culture
A. Sexual Identity o relationship with others
B. Gender Role o developmental experiences
C. Gender Identity ● includes the perception of being male or female
D. Sexual Orientation o thoughts, feelings, and behaviors connected with sexual
E. Sexual Behavior gratification + reproduction
IV. FourPhase Response Cycle ▪ attraction of one person to another
A. Phase 1: Desire or Appetitive Phase
B. Phase 2: Excitement Phase A. Normal Sexuality
C. Phase 3: Orgasm Phase
● involves:
D. Phase 4: Resolution
○ feelings of desire
V. Hormones and Neurohormones and Sexual Behavior
○ behavior that brings pleasure to oneself and one’s partner
A. Gender Differences in Desire and Erotic Stimuli
○ stimulation of the primary sex organs (coitus)
B. Masturbation
● devoid of inappropriate feelings of guilt or anxiety
VI. Homosexuality
● not compulsive
A. Psychological Factors

B. Biological Factors
C. Sexual Behavior Patterns II. Psychosexuality
D. Psychopathology ● used to describe personality development and functioning as
E. Coming Out these are affected by sexuality
VII. Love and Intimacy ● applies to more than sexual feelings and behavior
VIII. Sexual Disorders
A. Desire, Interest, and Sexual Arousal Disorder Sigmund Freud
B. Orgasm Disorders ● all pleasurable impulses and activities are originally sexual
C. Sexual Pain Disorders ○ oral activities = directed toward obtaining food or
D. Sexual Dysfunction Due to a General Medical Condition achieving sexual gratification
E. Sexual Dysfunction Due to Medications ▪ both activities = pleasure seeking + use the same
F. Treatments organs, BUT they are not necessarily sexual
IX. Paraphilic Disorders
X. Human Sexual Behavior
III. Psychosexual Factors
A. Exhibitionism
B. Fetishism ● sexuality depends on four interrelated psychosexual factors:
C. Frotteurism ○ sexual identity
D. Pedophilia ○ gender identity
E. Sexual Masochism ○ sexual orientation
F. Sexual Sadism ○ sexual behavior
G. Voyeurism ● affect personality growth + development + functioning
H. Transvestic Fetishism
I. Other Paraphilia A. Sexual Identity
i. Telephone and Computer Scatologia
ii. Necrophilia ● normal development = characteristics form a cohesive
iii. Partialism pattern about his or her sex
iv. Zoophilia ● all mammalian embryos → anatomically female during early
v. Coprophilia stages of fetal life
vi. Klismaphilia ○ 6th week 3rd month: differentiation of the male from
vii. Urophilia female = action of fetal androgens
viii. Hypoxyphilia


BEHAVIORAL SCIENCE

Classification of Intersexual Disorders John Money and Anke Ehrhardt

Virilizing Adrenal ● excess androgen in female ● gender role behavior = things that a person says or does to
Hyperplasia fetus disclose him/herself → status of boy or man, girl or woman
● most common female intersex
disorder C. Gender Identity
● (+) enlarged clitoris, fused
labia, hirsutism ● 2 3 years: firm conviction → “I am male” or “I am female”
Turner’s Syndrome ● absence of second female sex ● results from infinite series of cues derived from experiences
chromosome (XO); assigned with family members + teachers + friends + coworkers +
as female cultural phenomena
● (+) infertile, web neck, ● even if family, cultural, and biological influences may
dwarfism complicate establishment of a sense of masculinity or
femininity → secure sense of identification with their
Klinefelter’s syndrome ● XXY genotype; assigned as
biological sex will develop a stable gender identity
male

● (+) low androgen production,
Robert Stroller
small penis, rudimentary
testes ● connotes psychological aspects of behavior related to
Testicularfeminizing ● congenital Xlinked recessive masculinity and femininity
Syndrome disorder; androgen insensitivity ● considers gender social and sex biological
● (+) short blind vagina, ○ “male tends to be manly and females womanly”
absence of pubic and
axillary hair D. Sexual Orientation
5αreductase deficiency, ● congenital interruption in ● describes the object of a person’s sexual impulses:
17hydroxysteroid deficiency production of testosterone → ○ heterosexual (opposite sex)
produces ambiguous ○ homosexual (same sex)
genitals and female habitus ○ bisexual (both sexes)
Hermaphroditism ● true hermaphrodite is rare 46
XX or 46 XY
E. Sexual Behavior
● (+) both ovaries and testes
Pseudohermaphroditism ● result of endocrine or ● sexual response = a true psychophysiological experience
enzymatic defect in person ● psychosexual development + psychological attitudes toward
with normal chromosome sexuality + attitudes toward one’s sexual partner = directly
involved with/affect → physiology of human sexual response
Female ● XX genotype
● (+) masculine looking IV. FourPhase Response Cycle
genitals

Male ● XY genotype A. Phase 1: DESIRE or APPETITIVE PHASE
● (+) rudimentary testes and ● distinct from any phase identified solely through physiology
external genitalia ● reflects the psychiatric concern with motivations, drives, and
personality
B. Gender Role ● characterized by sexual fantasies and the desire to have
sexual activity
● not established at birth but is built up → experiences

encountered + transacted through:
○ casual + unplanned learning B. Phase 2: EXCITEMENT PHASE
○ explicit instruction + inculcation ● brought on by:
● gender roles = can seem to be opposed to their gender ○ psychological stimulation (fantasy or presence of love
identities object)
○ may identify with their own sex and yet adopt the dress, ○ physiological stimulation (stroking or kissing)
hairstyle, and other characteristics of the opposite sex ● consists of a subjective sense of pleasure
○ may identify with the opposite sex and yet expediency
adopt many behavioral characteristics of their own sex


BEHAVIORAL SCIENCE

MALE FEMALE
● lasts several minutes to several hours ● 1015 mins
● penile erection , tightening and lifting of scrotal sac ● breasts, clitoris, labia minora and majora return to
and elevation of testes normal
● 23 drops of mucoid fluid that contain viable sperm
● semi spastic contraction of facial, abdominal, and
intercostal muscles
● ↑ HR + BP + RR

FEMALE
● lasts several minutes to several hours
● nipple erection, areolar enlargement
● clitoris becomes hard and turgid, elevate and retracts
behind the symphysis pubis
● labia minora and majora become thicker Figure 1. Male Sexual Response Cycle
● few drops of mucoid secretion from Bartholin’s gland

C. Phase 3: ORGASM PHASE
● peaking of sexual pleasure = release of sexual tension +
rhythmic contraction of the perineal muscles and the pelvic
reproductive organs

MALE
● lasts 315 secs
● (+) ejaculation
● rhythmic spasm of prostate, seminal vesicles, vas,
and urethra Figure 2. Female Sexual Response Cycle
● ↑ HR + BP + RR

V. Hormones and Neurohormones and Sexual Behavior
FEMALE
● 315 secs
● breasts may become tremulous DOPAMINE
● loss of voluntary muscular contraction ● ↑ (brain) = ↑ desire
● hyperventilation + tachycardia  
SEROTONIN
D. Phase 4: RESOLUTION ● ↓ desire

● disgorgement of blood from genitalia → back to resting state TESTOSTERONE
○ if orgasm OCCURS ● ↑ libido (men and women)
▪ resolution is rapid
▪ characterized by a subject sense of wellbeing + ESTROGEN
general relaxation + muscular contraction
● key factor in the lubrication involved in female arousal
○ if orgasm DOES NOT OCCUR
● ↑ sensitivity in the woman to stimulation
▪ resolution may take from 26 hrs

▪ associated with irritability + discomfort
PROGESTERONE + excessive PROLACTIN and CORTISOL

● mildly ↓ desire (men and women)
MALE

● 1015 mins
OXYTOCIN
● partial to full involution of erected penis
● testicular and scrotal descent ● involved in pleasurable sensation during sex
● return to baseline state of HR + BP + RR ● ↑ during orgasm (men end women)


BEHAVIORAL SCIENCE

A. Gender Differences in Desire + Erotic Stimuli C. Sexual Behavior Patterns
● Males: ● gay men = form stable relationships
○ ↑ baseline level of sexual desire compared to women ○ maletomale relationships = less stable and more fleeting
○ respond to visual stimuli (nude or barely dressed women) than femaletofemale
○ lustdriven ○ subjected to civil and social discrimination
○ interested only in physical satisfaction ● lesbian couples = have moreenduring monogamous
● Females: relationships
○ respond to romantic stories ○ experience less social stigmatization
▪ demonstrative hero whose passion for the heroine
impels him toward a lifetime commitment to her D. Psychopathology

● if distress from conflict between gay men and lesbians + the
B. Masturbation societal value structure is severe enough to warrant a diagnosis
● normal precursor of objectrelated sexual behavior → adjustment disorder or MDD should be considered
● universal and inevitable aspect of psychosexual development ○ if (+) MDD: may experience guilt and selfhatred that
● a psychopathological symptom = only when it becomes a become directed toward → their sexual orientation =
compulsion beyond a person’s willful control desire for sexual reorientation → symptom of the
● a symptom of emotional disturbance = not because it is depressive disorder
sexual but because it is compulsive
E. Coming Out
VI. Homosexuality
● describes a person’s overt behavior, sexual orientation, and Richelle Klinger and Robert Cabaj
a sense of personal or social identity ● “It is a process by which an individual acknowledges his or her
● AKA: sexual orientation in the face of societal stigma and with
○ lesbians, gay men (sexual identification) successful resolution accepts him/herself”
○ same sex or male female (sexual behavior)
● 1973: homosexuality was eliminated as a diagnostic category
VII. Love and Intimacy
● 1980: removed from DSM
● a person able to give and receive love with a minimum of
ICD10 fear and conflict = can develop genuinely intimate
● sexual orientation alone is not to be regarded as a disorder relationships with others
● a desire to maintain closeness to the love object typifies
David Hawkins being in love

● presence of homosexuality does not appear to be a matter of
● MATURE LOVE = marked by intimacy
choice; the expression of it is a choice
● INTIMATE RELATIONSHIP → person strives for the growth

and happiness of the loved person
A. Psychological Factors ● SEXUAL LOVE
○ an expansion of selfawareness
Sigmund Freud ○ experience of tenderness
● homosexuality = arrest of psychosexual development ○ ↑ selfaffirmation
● mentioned castration fears + fears of maternal engulfment in ○ loss of feeling of separateness (at the moment of orgasm)
the pre oedipal phase of psychosexual development ▪ in that setting, sex and love are reciprocally
enhancing and healthily fused

B. Biological Factors
Rollo May
● gay men = ↓ levels of circulatory androgens than ● called quality of intimacy in a mature sexual relationship as
heterosexual men “active receiving”
● effective presence of androgens in prenatal life contribute to ○ a person while loving, permits himself or herself to be
→ sexual orientation toward FEMALES loved
● deficiency of androgens in prenatal life contribute to →
sexual orientation toward MALES


BEHAVIORAL SCIENCE

VIII. Sexual Disorders D. Sexual Dysfunction Due to a General Medical Condition

● essential features of sexual dysfunction:
○ inability to respond to sexual stimulation Male Erectile Disorder
○ experience pain during sexual act ● feeling of powerlessness + helplessness
● disturbances in the subjective sense of pleasure or desire ● results to ↓ selfesteem
usually associated with sex or by objective performance
● person’s inability to participate in a sexual relationship as Dyspareunia
he/she would wish ● orgasmic abnormalities leading to dyspareunia and vaginismus
● lifelong or acquired, result from a psychological factor + ○ irritated or infected hymenal remnants
physiological factors + numerous stressors ○ episiotomy scars
○ Bartholin's gland infection
A. Desire, Interest, and Sexual Arousal Disorders ○ various forms of vaginitis and cervicitis
○ endometriosis

○ adenomyosis
Male Hypoactive Sexual Desire Disorder

● deficiency or absence of sexual fantasies for sexual activities
Male Hypoactive Sexual Desire Disorder +
(approximately 6 months)
Female Interest Sexual Disorder

● ↓ sexual desire after major illness or surgery
Female Sexual interest/ Arousal Disorder

● inability to feel interest or arousal + orgasm (experiences pain
instead) E. Sexual Dysfunction Due to Medications

Male Erectile Disorder Substance/MedicationInduced Sexual Dysfunction
● feeling of powerlessness + helplessness ● occurs after significant substance intoxication or withdrawal
● results to ↓ selfesteem
Antidepressant drugs
B. Orgasm Disorders
Pharmacological agents

Female Orgasmic Disorder
● AKA inhibited female orgasm or Anorgasmia F. Treatments
● absence or recurrent delay of orgasm after a normal sexual
excitement phase DualSex Therapy (by Master & Johnson)
● marital unit or dyad as the object of therraphy
Delayed Ejaculation ● couple must be treated when a dysfunctional person is in a
● AKA retarded ejaculation relationship
● achieves ejaculation during coitus with difficulty

IX. Paraphilic Disorders
Premature (Early) Ejaculation
● persistently or recurrently achieves orgasm + ejaculation
before they wish to Paraphilias or Perversions
● sexual stimuli or acts that are deviations from normal sexual
C. Sexual Pain Disorders behaviors
● necessary for some persons to experience arousal + orgasm
○ special fantasy with conscious and unconscious
GenitoPelvic Pain/ Penetration Disorder components
● difficulty having sexual intercourse ● may be transient in some people who act out their impulses
● genitopelvic pain only during periods of stress or conflict
● fear of pain penetration ● clinically significant if:
● tension of pelvic floor muscles ○ a person has acted on these fantasies
○ Dyspareunia recurrent or persistent genital pain ○ fantasies cause marked distress
○ Vaginismus constriction of the outer third of vagina due ○ interpersonal difficulty + jobrelated difficulty
to pelvic floor muscle tightening


BEHAVIORAL SCIENCE

● Diagnostic Features (American Psychiatric Association) C. Frotteurism

○ recurrent, intense sexually arousing fantasies, sexual urges
or behaviors ● man rubbing his penis against the buttocks or other body
○ behaviors generally involving: part of a fully clothed woman → achieve orgasm
▪ nonhuman subjects ● may use his hands to rub an unsuspecting victim
▪ suffering or humiliation of oneself or one’s partner ● occur in crowded places
▪ children or nonconsenting persons ● extremely passive and isolated persons
○ occurs over a period of 6 months ○ frottage = only source of sexual gratification

● Differential Diagnosis D. Pedophilia
○ must be differentiated from an experimental act that is ● recurrent intense sexual urges or arousal toward → children <
not recurrent or compulsive and that is done for its 13 years of age over a period of at least 6 months
novelty ● people are at >16 years of age and at least 5 years older than
the victims
● Course and Prognosis ● diagnosis is not warranted: when perpetrator = late
○ POOR PROGNOSIS adolescent involved in an ongoing sexual relationship with a
▪ early onset 12/13 years old
▪ ↑ frequency of acts ● genital fondling or oral sex = most child molestations
▪ no guilt or shame about the act ● vaginal or anal penetration = occurs infrequently except in
▪ substance abuse cases of incest
○ GOOD PROGNOSIS ● perpetrators have previously been involved in exhibitionism,
▪ patients have coitus in addition to the paraphilia voyeurism, or rape
▪ ↑ motivation for change
▪ selfreferred rather than referred by a legal agency
E. Sexual Masochism
A. Exhibitionism ● more common among men than among women
● recurrent sexual urges involving the act of being humiliated,
● recurrent urge to expose the genitals to a stranger or to an beaten, bound, or otherwise made to suffer
unsuspecting person ● persons may have had childhood experiences that convinced
● sexual excitement occurs in anticipation of the exposure them that pain is a prerequisite for → sexual pleasure
● orgasm is brought about by masturbation during or after the
event Leopold von SacherMasoch
● men assert masculinity by showing their penises and by
● a 19th century Austrian novelist whose characters derived
watching the victims reaction
sexual pleasure from being abused and dominated by women
○ wives often substitute for the mothers to whom the men

were excessively attached during childhood
Sigmund Freud

● resulted from destructive fantasies turned against the self
B. Fetishism
● sexual focus → objects that are intimately associated with F. Sexual Sadism
the human body
● sexual activity directed toward → fetish itself or the fetish may ● onset: before 18 years old (male); possibility of schizophrenia
be incorporated into sexual intercourse ● 5 contributory causes:
● begins by adolescence, may have been established in ○ hereditary predisposition
childhood ○ hormonal malfunctioning
● chronic once established ○ pathological relationships
○ history of sexual abuse
Sigmund Freud ○ presence of mental disorder

● the fetish serves as a symbol of the phallus to people with
Psychoanalytic Theory
unconscious castration fear
● a defense against fears of castration
Learning Theorist ● people with sexual sadism do to others what they fear will
happen to them
● object was associated with sexual stimulation at an early age
● derive pleasure from → expressing their aggressive instincts


BEHAVIORAL SCIENCE

G. Voyeurism Urophilia
● form of urethral eroticism
● AKA Scopophilia
● interest in sexual pleasure associated with the desire to urinate
● recurrent preoccupation with fantasies and acts that
on a partner or to be urinated on
involves observing people who are naked or engaged in
● associated with masturbatory techniques involving the
grooming or sexual activity
insertion of foreign objects into the urethra for sexual
○ masturbation to orgasm usually or accompanies or follows
stimulation
the event

● 1st voyeuristic act: occurs during childhood and is most
Hypoxyphilia
common in men
● desire to achieve an altered state of consciousness

secondary to hypoxia while experiencing orgasm
H. Transvestic Fetishism
● fantasies and sexual urges to dress in opposite gender References
clothing as a means of arousal and as an adjunct to

masturbation or coitus
● onset: childhood or early adolescence

● some men want to dress and live permanently as women

I. Other Paraphilias

Telephone and Computer Scatologia
● obscene phone calling and involves unsuspecting partner

Necrophilia
● obsession w/ obtaining sexual gratification from cadavers

Partialism

● couple concentrate their sexual activity on one part of the body

to the exclusion of all others

○ mouth genital contact such as cunnilingus, fellatio, and

anilingus is normally associated with foreplay

● exists when: a person uses these activities as the sole source

of sexual gratification and refuses to have coitus

Zoophilia

● animals which may be trained to participate, are preferentially
incorporated into arousal fantasies or sexual activities,
○ includes intercourse, masturbation and oral genital contact

Coprophilia
● attraction to sexual pleasure associated with the desire to
defecate on partner, to be defecated on, or to eat feces
(coprophagia)
● associated with fixation at the anal stage of psychosexual
development

Klismaphilia
● use of enemas as part of sexual stimulation
● related to anal fixation


BEHAVIORAL SCIENCE
LECTURE # 1.3.03: Psychosexual Development

OUTLINE C. Pathological Traits
I. Oral Stage ● excessive gratification or deprivation leads → pathologic traits:
A. Components ○ excessive optimism
B. Objectives ○ narcissism
C. Pathological Traits ○ pessimism (seen in depressive state)
II. Anal Stage ○ demandingness
A. Components ● oral characters = often excessively dependent and require
B. Objectives others to give to them and to look after them
C. Character Traits ● person wants to be fed but maybe exceptionally giving to elicit
D. Pathological Traits a return of being given to
III. Urethral Stage ● extremely dependent on objects to maintain self esteem
A. Component ● ENVY + JEALOUSY → associated with oral traits
B. Objective
C. Character Traits II. ANAL STAGE
D. Pathological Traits
● 13 years old
IV. Phallic Stage
● development that is prompted by → maturation of
A. Objectives
NEUROMUSCULAR CONTROL OF THE SPHINCTERS =
B. Character Traits
voluntary control of RETENTION OR EXPULSION OF FECES
C. Pathological Traits
○ voluntary control of sphincter shifts passivity → activity
V. Latency Stage
○ toilet training = ↑ ambivalence + struggle over
A. Objectives
separation, individuation, independence
B. Character Traits
● marked by ↑ aggressive drives mixed with libidinal
VI. Genital Stage
components + sadistic impulses
A. Objectives

B. Character Traits
C. Pathological Traits A. Components

I. ORAL STAGE Anal Erotism
● refers to sexual pleasure in retaining precious feces +
● earliest stage of development
presenting them as a precious gift to the parent
● needs, perceptions and expressions centered → MOUTH,

LIPS, TONGUE, and other organs related to the ORAL ZONE
Anal Sadism
● thirst + hunger + pleasurable tactile stimulation from nipple
● sensations related to swallowing + satiation ● refers to the aggressive wishes to discharge feces as
● wish to eat + sleep + reach the relaxation that occurs → powerful and destructive weapons
after sucking
B. Objectives
A. Components ● period of striving independence and separation from control
of parents
Libidinal Needs or Oral Erotism ● sphincter control without:
○ over control (fecal retention)
● early parts of oral phase
○ loss of control (messing)

● achieve autonomy and independence without:
Oral Aggression or Oral Sadism
○ excessive shame
● present at the latter part (biting, chewing, and crying) ○ selfdoubt from loss of control

B. Objectives C. Character Traits
● to establish trusting dependence on nursing and sustaining ● development of personal autonomy
objects ● independence
● to establish comfortable expression and gratification of oral ● initiative without guilt
libidinal needs without excessive conflicts ● cooperation


BEHAVIORAL SCIENCE

D. Pathological Traits IV. PHALLIC STAGE

● maladaptive traits = inconsistent + derived from anal erotism ● 35 years old
and the defenses against it ● focus of sexual interest, stimulation and excitement in the
● typically seen in obsessivecompulsive neurosis → GENITAL AREA
● penis = organ of principal interest to children of both sexes
Fixation on Anal Function ○ lack of penis in the female = evidence of castration
● orderliness ● associated in genital masturbation + unconscious fantasies
● obstinacy of the opposite sex parent
● stubbornness ● oedipal involvement + conflict → established + consolidated
● willfulness
● frugality A. Objectives
● parsimony
● focus of the erotic interest → genital area and functions

● lays the foundation of gender identity
When defenses against anal traits are less effective
● character organization
● ↑ ambivalence

● ↓ tidiness
● messiness B. Character Traits
● defiance ● sexual identity
● rage ● sense of curiosity without embarrassment
● sadomasochistic tendencies ● initiative without guilt
● mastery of internal processes and impulses
III. URETHRAL STAGE ● internal source of regulation = superego
○ identification derived primarily from parental figures
● transitional stage between anal + phallic

○ shares characteristic of anal and phallic stage
A. Component ● pathological traits from the phallic oedipal involvement =
complex and encompasses the whole neurotic

development
Urethral Erotism
● issue focus: castration in males and penis envy in females
● refers to pleasure in urination and retention similar to anal ● residues of previous psychosexual stages (fixation or conflicts) =
retention contaminate the oedipal resolution

B. Objective V. LATENCY STAGE
● not clear whether objectives of urethral function differ from those ● 56 years old to 1113 year old
of anal ● stage of relative quiescence or inactivity of the sexual drive
during the period from resolution to Oedipus complex to
C. Character Traits pubescence
● sense of pride and competence ● institution of the superego and maturation of ego functions
○ an area in which the small boy can match his father’s ● homosexual affiliations = apparent
more adult performance ● libidinal and aggressiveness energies = diverted to learning
● resolution of urethral conflicts → set the stage for budding + play activities
gender identity and identification
A. Objectives
D. Pathological Traits ● further integration of oedipal identification
● competitiveness + ambition due to compensation for the ● consolidation of sex role identity and sex roles
shame of loss of urethral control ● relative quiescence allows the development of ego and
● start of penis envy to → feminine sense of shame and mastery of skills
inadequacy to match the male urethral performance ● broadening contacts with significant figures outside the
family such as teachers, coaches, and other adults


BEHAVIORAL SCIENCE

B. Character Traits

● consolidations and additions are made
○ period of integrating and consolidating attainments
● establishing decisive pattern of adaptive functioning
● essential basis for mature adult life
● satisfaction in work and love

V. GENITAL STAGE
● puberty to adulthood
● subdivided into:
○ preadolescent
○ middle adolescent
○ late adolescent
○ postadolescent
● physiological maturation of genital (sexual) system leads to →
↑ libidinal drives
● reopens conflicts of previous stages of previous
development and provides opportunity for resolution →
achieving a mature sexual + adult identity

A. Objectives
● ultimate separation from dependence + attachment to
parents
● establishment of mature object relations
● achievement of mature sense of personal identity and
acceptance
● integration of set of adult roles and functions integrated with
social expectations and cultural values

B. Character Traits

● sets stage for a fully mature personality with:
○ full and satisfying genital potency
○ selfintegrated and consistent sense of identity
● capacity for selfrealization + participation in the areas of
work and love


● due to failure to achieve successful resolution and fixation

will produce → pathological defects in adult personality

ERIK ERIKSON

● failure to resolve issues → IDENTITY DIFFUSION

References



(Beh Sci I) Prelims To Finals (1D2022)

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B. Infancy Sexual Development

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● IMAGINARY COMPANIONS Puberty

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● Erik Erikson: INTIMACY VS ISOLATION ● MIDLIFE CRISIS

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Psychosocial Aspects of Aging

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B. Insecure­ambivalent Child A. Separation Anxiety

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VII. Relationship Disorders

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Principal Characteristics of Instinct Theory

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C. Unconscious System B. Ego

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● unexpressed emotion converted into → physical symptoms G. Dissociation

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B. Stimulus Generalization A. Reciprocal Determinism

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STAGE 3: INITIATIVE vs GUILT STAGE 5: IDENTITY vs ROLE CONFUSION

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STAGE 8: INTEGRITY vs DESPAIR References

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Classification of Intersexual Disorders John Money and Anke Ehrhardt

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VIII. Sexual Disorders D. Sexual Dysfunction Due to a General Medical Condition

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● Diagnostic Features (American Psychiatric Association) C. Frotteurism

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D. Pathological Traits IV. PHALLIC STAGE

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B. Insecureambivalent Child A. Separation Anxiety