Unit 1.
Introduction to Human Behavior
Module 1: Understanding Human Behavior, its types,
characteristics, and attributes.
Introduction
Human behavior refers to the collection of
activities exhibited by human beings including how a
person does, feels, thinks or experiences primarily
influenced by culture, rapport, hypnosis, persuasion,
coercion and/or genetics.
The behavior of humans is studied by the academic
disciplines of psychiatry, psychology, social work,
sociology, economics, and anthropology. There are three
significant contributors of this study, namely: Sigmund
Freud, Francis Galton and Charles Darwin.
Objectives
At the end of the module the students must be able
to:
1. Define terms that are commonly used in this module.
2. Explain some viewpoints in the study of human
behavior.
3. Give and explain the factors, causes, classification
of human behavior.
4. Explain the different types, characteristics and
attributes of human behavior, distinguish human
emotion and its transactional analysis.
Psychology
- is an academic and applied discipline involving
the phenomenological and scientific study of mental
processes and behaviour,
- psychology as an independent experimental field of
study began in 1879 (“Birthdate of Psychology), when
Wilhelm Wundt
- founded the first laboratory dedicated exclusively
to psychological research, focused on the Doctrine of
Mental Powers, at Leipzig University in Germany, for
which Wundt is known as the
“Father of psychology".
* ARISTOTLE – “Tabula Rasa” (mind is a blank sheet)
* INTROSPECTION – the examination/observation of one’s
own mental and emotional processes.
- St. Augustine
- Introduced observation and recording of the natures of
one’s own perception, thoughts, and feelings.
* BEHAVIORISM
- John B. Watson
- dissatisfied with introspection
- thinking should be studied by sub vocal speech
thru the movement of muscles in the throat.
Partly in opposition to the subjective and
introspective nature of Freudian psychodynamics, and its
focus on the recollection of childhood experiences,
during the early decades of the 20th century, behaviorism
gained popularity as a guiding psychological theory.
Founded by John B. Watson and embraced and extended
by Edward Thorndike, Clark L. Hull, Edward C. Tolman, and
later B.F. Skinner, behaviorism was grounded in animal
experimentation in the laboratory.
Behaviorists shared the view that the subject matter
of psychology should be operationalized with standardized
procedures which led psychology to focus on behaviour,
not the mind or consciousness. They doubted the validity
of introspection for studying internal mental states such 5. Self-Actualization = self-fulfillment, morality,
as feelings, sensations, beliefs, desires, and other creativity, problem solving, lack of prejudice,
unobservable entities. In "Psychology as the Behaviorist acceptance of facts
Views It" (1913), Watson argued that psychology "is a *Carl Rogers who created and developed Client-
purely objective experimental branch of natural science," centered therapy, and
that "introspection forms no essential part of its *Fritz Perls who helped create and develop Gestalt
methods," and that "the behaviorist recognizes no therapy. It became so influential as to be called the
dividing line between man and brute." "third force" within psychology (along with behaviorism
and psychoanalysis).
Existentialism and humanism
Humanistic psychology was developed in the 1950s in Cognitivism
reaction to both behaviorism and psychoanalysis, arising As computer technology proliferated, so emerged the
largely from the existential philosophy of writers such metaphor of mental function as information processing.
as Jean-Paul Sartre and Søren Kierkegaard. By using This, combined with a scientific approach to studying the
phenomenology, inter subjectivity and first-person mind, as well as a belief in internal mental states, led
categories, the humanistic approach seeks to glimpse the to the rise of cognitivism as a popular model of the
whole person--not just the fragmented parts of the mind. Cognitive psychology differs from other
personality or cognitive functioning. psychological perspectives in two keyways. First, it
Humanism focuses on uniquely human issues and accepts the use of the scientific method, and generally
fundamental issues of life, such as self-identity, death, rejects introspection as a method of investigation,
aloneness, freedom, and meaning. Some of the founding unlike symbol-driven approaches such as Freudian
theorists behind this school of thought were: psychodynamics. Second, it explicitly acknowledges the
existence of internal mental states (such as belief,
* Abraham Maslow who formulated a hierarchy of human desire and motivation), whereas behaviorism does not.
needs Links between brain and nervous system function also
1. Physiological Needs = food, shelter, clothing, water, became understood, partly due to the experimental work of
sleep, sex, survival needs/basic needs people such as Charles Sherrington and Donald Hebb, and
2. Safety Needs = security of body, employment, of partly due to studies of people with brain injury.
resources, of morality, of the family, of health and of
property Cognitive Psychology = concerned with the mental
3. Sense of Belongingness/Love Needs = friendship, processes involved in acquiring and using knowledge.
family, affiliation, acceptance, sexual intimacy = has been subsumed along with other disciplines,
4. Self-Esteem = confidence, achievement competence, such as philosophy of mind, computer science, and
reputation, status, respect of others, respect by others
neuroscience, under the umbrella discipline of cognitive
science.
HUMAN BEHAVIOR
- Anything an individual does that involves self-
initiated action and/or reaction to a given stimulus.
It is composed of adoptive adjustments people make
as they cope with one another, with problems, with
opportunities, and with working together-aspects, in a
given situation.
It is the sum total of man’s reaction to his
environment or the way human beings act.
HUMAN BEING
- are intelligent social animals with the mental
capacity to comprehend, infer and think in rational ways.
2 Common Seen behaviours:
1. Normal/ Accepted behaviour – actions in accordance
with the law and norms.
2. Abnormal behaviour – actions against the normal
behaviour, criminal behaviour to be specific.
Major Factors that Affect Human Behavior:
1. Environment – the surroundings that influence human
actions
2. Learning – education, experience or practice
3. Heredity – passing of traits from parents to
offspring.
VIEWS IN HUMAN BEHAVIOR
1. Neurological View – deals with human actions in
relation to events taking place inside the body such as
the brain and the nervous system.
2. Behavioral View – emphasizes on external functions of
the human being that can be observed and measured.
3. Cognitive View – it is concerned with the way the
brain processes and transforms information into various
ways.
4. Psychoanalytical View – emphasizes unconscious motives
that originate from aggressive impulses in childhood.
5. Humanistic View – focuses on the subject’s experience,
freedom of choice and motivation toward self-
actualization.
Two Basic Types of Behavior
1. Inherited behavior
These are inborn behavior, any behavioral 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 on
behaviors like breathing, digesting food, mating and
depending oneself.
2. Learned Behavior
= behaviors we acquire as we age thru the process of
learning, interacting, communication and we need to cope
up with the changes in the environment and improve
oneself and increase the chance of survival.
Classification of Human Behavior (HaIn SyCom)
Habitual = refers to motorized behavior usually
manifested in language and emotion.
Instinctive = they are generally unlearned and simply
comes out, out of man’s instinct, which can be seen among
instinct-instinct survival behaviors.
Symbolic = are behaviors that are usually carried out by Quantity – whether normal, abnormal, misleading or
means of unsaid words and shown through symbols or body unacceptable
signs.
Complex = are those behaviors that combines two or more O Abnormal Behavior
of the classified ones. = “A.B.” is a Latin initial which means “away from”,
Abnormal behavior then can be defined as a behavior which
Causes of Human Behavior (SPA) is away from or deviating from the normal behavior.
Sensation = is the feeling or impression created by a Normal Behavior on the other hand, is one that is within
given stimulus or cause, that leads to a particular the concept of a person as his own behavior which he or
reaction or behavior, in short, the effects e.g. she sees normal, and that people who behave as they do,
Visual (sight), are likewise normal and those that do not behave
Olfactory (smell), similarly are abnormal. Abnormal behavior most of the
Cutaneous (touch), time referred to as “sick” behavior. It is associated to
Auditory (hearing), mental illness. Behavior which are ineffective, self-
gustatory (taste). defeating, self-destructive and which separates the
individuals from those who are important to him, are
Perception = refers to the person’s knowledge of a given regarded as abnormal.
stimulus which largely help to determine the actual
behavioral response in a given situation. Guidelines for judging abnormal behavior
* Appropriateness (includes assessment of not only the
Awareness = refers to the psychological activity based on behavior itself but also the situation in which it is
interpretation or past experience with a given stimulus happening).
or object. * Flexibility (Normal behavior tends to be flexible as a
sign of healthy behavior).
Characteristics of Behavior * Impulsivity (Normal behavior is more likely to be a
O Primarily native or primarily learned result of a consideration of its consequences, with
O Evoked by External stimuli or internal need important decisions being given careful thought before
O Automatic, voluntary, conscious or motorized implementation) Abnormal behavior, being uncontrolled or
partially controlled needs and drives, tends to be
Attributes of Behavior impulsive.
Duration – how long in terms of function of time
Extensity – size, distance and location How people interact:
Intensity – magnitude, whether mild, strong and People interact by three psychological positions or
disintegrated behavioral patterns called Ego states: (PAC)
Parent-ego state – protective, idealistic, evaluative,
righteous, refer to laws, rules and standard.
Adult-ego states – more upon reason, factual, flexible,
views other as co-equal, and reasonable.
Child-ego states – dependent, rebellion, selfish,
demanding, impatient and emotional.
How people transact:
Complimentary – if 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 heredity,
environment, and education (training). At birth, man is
considered blank except for reflexes which are necessary
for his survival. Some of these reflexes are the
following, sucking, swallowing, crying and others.
8 Major Stages of Man’s Life Span:
1. Pre-natal stage (0-280days or 9 Calendar months) –
shortest and very important period, which is composed of
Ovum/zygote period – first two weeks
Embryo period – 2nd week to 2nd month
Fetus period – second month to birth
2. Infancy stage – first two weeks after birth
Two Divisions: 1.) Partunate Period – from birth-
30min.after birth
2.) Neonate – 30min. After birth-2nd week
of postnatal life.
3. Babyhood Period – second week to two years old
* True foundation period of life (establishment of
critical development period of personality behavioral
patterns)
* Age of rapid growth and change
* Physical and psychological hazards are common.
4. Childhood – which is divided into: (Early childhood,
2- 6 yrs old and late childhood, 7 to eleven yrs.)
Eighteen months to three yrs.:
- They encounter discipline “they can no longer do
whatever they please”
- Toilet training must discuss
- Imitation takes place
Four to five years old:
* Start of identification process
Six to ten years old:
*Social Influence occurs
*Proving their competence
*Finding place among peers by:
= Evaluation
= Assignment of social role
= Rebellion against adult world
5. Puberty –came from Latin word “pubertas” means “age of
manhood”
- end of childhood and beginning of adolescence
- Sexual apparatus becomes mature as a preparation
for reproduction.
Sexual Maturity age:
= 13 years old for girls Early Adulthood- (18-40) settling down and
= 14 years old for boys reproductive age
a. Physical development
b. Personality changed and blossomed 7. Middle age – 40-60yrs.old
Advanced MA – 50-60yrs.old

3 STAGES OF PUBERTY PERIOD:

A.) Prepubescent Stage – Closing year of childhood (11-13 8. Old Age or Senescence-(60-up) Second Childhood
yrs. old) Developmental Tasks
* Secondary sex characteristic appears but Every stage of life has its accompanying
reproductive organ is not yet fully developed. developmental tasks. They are tasks imposed on the
individual by maturation and culture that prepare him for
B.) Pubescent Stage – period between childhood and the next stage of life.
adolescence (13-17yrs. Old)
* Sexual Maturity appears 3 R’s of Human Developmental Task
- menstrual cycle on girls Response=immediate action
-nocturnal emission or Reaction = 2nd response
“Wet dreams” for boys Reasoning = using mental intervention

C.) Post Pubescent Stage – first 2 yrs. of adolescence Stimulus = refers to any force or motion coming from the
* Breasts are well developed environment, and which reach an organism has the tendency
* Sex organs function in a mature manner. to arouse.
Adolescence – came from Latin word “adolescre” meaning Response =the reaction to a stimulus, in response to, in
“to grow as a teenager” answer to.
-which is divided into (early adolescence, puberty Reaction = an action in mental attitude evokes by
to 17 yrs. and late adolescence, 17 to 21 yrs.) external
influence.
Period of storm and stress Reasoning = mental intervention is used in analyzing a
6. Adulthood –came from the Latin word “adultus” meaning certain stimulus
“grown to full size and strength” Learning = process that brings about a change in an
- 18 to forty yrs. old. individual
=the longest period in the man’s life span
Learning Process:
- Knowledge is gained *Reinforcement - can be made through the use of audio-
- Skill is produced visual aid, reviews, drills, and other means.
- Habits, attitudes, ideals are obtained *Extinction – means to let something die out or be
Ways to Learn: forgotten by disuse if it will not facilitate learning.
- Self-study *Association – meaning the more connection are made with
- Observation a subject, the better it will be learned and retained.
- inquiries *Interest – in a lesson will facilitate learning and
serve as its own motivation, aside from having the one
teaching making the topic interesting.
THEORIES OF LEARNING *Rewards or punishments – should be immediate for it to
be effective and make learning easy.
Connectionism Theory – by Thorndike states that practice *Regency – means that learning should be made recent in
strengthens the association between stimulus an response the minds of learners for them not forget what they have
by using the law of exercise. learned.
Also uses the law of effect which is the connection
between the stimulus and response is strengthened by Motivation
Reward and Satisfaction and weakened by punishment or is defined as behavior instigated by needs within
dissatisfaction. the individual and directed towards a goal that can
satisfy the needs. Motivation may also be regarded as
Classical or Respondent Conditioning – by Pavlov which explanation for action which influences behavior in many
states that the association between a conditioned ways.
stimulus and response is strengthened by repeated
presentation with the unconditional stimulus. Classification of Motives
*Biological drives – includes physiological, basic and
Instrumental or Operant Conditioning – wherein the primarily unlearned motives e.g., water, food and other
learning or stimulus- response relationship is survival motives.
strengthened by immediately following the response with *Psychological or social drives – they are secondary,
the reinforcing stimulus. acquired, learned, and derived. e.g., motives to be rich,
popular, balanced and other acquisition of achievements.
*Unconscious motives – includes mostly general drives
FACTORS AFFECTING LEARNING such as curiosity, maternal instinct and just being nice
*Motivation – arouses interest, provides an objective and as a natural drive.
direct towards a goal, thus it facilitates learning.
PERSONALITY EMOTIONAL TRAITS – gives an individual the capacity to
= a pattern of habits, attitudes and traits face different situations in life and still maintain
that defines an individual’s characteristics, behavior composure.
and qualities. SOCIAL TRAITS– the individual’s ability to get along
= a unique and distinct totality of man’s fine with others.
characteristic patterns of attitudes, beliefs and MORAL AND RELIGIOUS TRAITS– the standards of a person’s
behavior that made him think and behave differently from actions and behaviors.
others.
Personality is more than charm, poise, or physical Personality Traits that affect Human Behavior:
appearance. 1.EXTROVERSION – characterized by interests directed
toward the external environment.
Personality includes the following: 2.INTROVERSION – characterized by direction of interest
HABITS – reactions so often repeated that becomes a toward oneself and one’s inner world of experiences.
person’s fixed characteristic or tendency. 3.AMBIVERSION – is a balance of extrovert and introvert
ATTITUDES - may either be positive or negative, favorable characteristics.
or unfavorable, learned or acquired. 4.NEUROTICISM – persons high in neuroticism react
PHYSICAL TRAITS– this includes facial appearance, height, intensely. They respond more poorly to environmental
weight, physical defects, complexion, strength and stress.
health. 5.PSYCHOTICISM – persons high in psychoticism tends to be
MENTAL TRAITS– includes our ability to control the mind. impulsive, aggressive individuals without concern for
others.
Mental abilities
*problem solving ability
*memory and learning ability Social Learning Theories
*perceptual ability This theory advocate that personality traits are the
*constructive imagination result of learning as one interacts with people.
*special imagination Personality is mainly composed of habits and learned
*soundness of judgment responses to stimuli in the environment.
*general adaptability
Maslow’s self-actualization theory
EMOTION – came from the Latin word “Emovere” meaning “to Maslow maintains that man is naturally good, and
move, to agitate or to excite” that self-actualization is his goal. And blocking this
goal makes man frustrated and neurotic. Aggression and
destructions are not natural, but they are the result of
an environment that prevents the attainment of goals.
HUMAN NEEDS– arises out of a person’s biological and
psychological make up. They are the following;
BIOGENIC NEEDS – refers to the needs of the body
existing primarily for the maintenance of health and
protection of the body against physical injuries. E.g.,
need for food, air, rest, sex and avoidance of pain.
PSYCHOGENIC OR SOCIOGENIC NEEDS– includes the need
for love, affection, security, growth and achievement,
and recognition from others.
3 BASIC FORMS OF PERSONAL CONFLICT:
Approach – Approach conflict
A conflict in which the aroused motives have two
incompatible goals, both of which are desirable.
(2positive goals = both desirable)
Approach – Avoidance conflict
A conflict which individual has a single goal with
desirable and undesirable aspects, causing mixed
feelings. (1goal= 1 desirable & 1 undesirable)
Avoidance – Avoidance conflict
A conflict in which there is simultaneous arousal of
motives to avoid alternatives, both of which are
undesirable. (2negative goals=both undesirable)
FRUSTRATION
-situation which blocks the individual’s motivated
behaviour.
-characterized by anxiety, irritability, fatigue or
depression
2 Kinds of frustration
1. Internal frustration – goals, desires, instinctive
drives
2. External frustration – conditions outside the person’s
internal motives ex. blocked road, difficult task etc.
Reactions to Frustration
People differ in the way they react to frustration.
An individual’s way of reacting to frustration is known
as Coping mechanism. Generally, people faced with
frustration is sometimes reacting to one or two ways; by
fighting the problem in a constructive way and direct way
by means of breaking down the obstacles that stops a
person from reaching his goal; or by getting angry and
becoming aggressive; or by running away from the problem
or flight, by sulking, retreating, becoming indifferent,
and giving up without a fight. These reactions to
frustration are called fight-flight reactions.
Frustration-tolerance
Individuals also differ in their capacity to
tolerate unadjusted states or tolerance to frustration.
Some people are able to withstand prolonged periods of
tension without showing signs of abnormality. Others
become neurotic or psychotic, or convert their
frustration into anti-social acts or become alcoholics or
drug addicts.
Most people react to frustration in the following ways:
*Direct approach – objective way (identifying first the
problem and look for the most practical way to solve it.
*Physical disorder- persons under frustration is
suffering from ailments like fever.
*Substitution- thinking of alternative means to face
frustration
*Apathy- persons under frustration are irresponsive and
disinterested in the job and co-worker.
*Withdrawal or retreat- giving up or retreating
*Fixation – blaming others without knowing the complete
facts.
*Developing feelings of inferiority-diminishing self-
confidence
*Aggression- negative outcome
*Regression – immaturity, self-pity
*Use of defense mechanism – most tolerated way of
handling frustration and man’s last resort to overcome
fear