CRIMINOLOGY 3 Module 1 Barbarona

Subject: CRIMINOLOGY 3
Description: Human Behavior and Victimology

Instructor: CRMGST. CHARO LYN A. BARBARONA
MODULE 1
I. TOPICS:
OVERVIEW ON HUMAN DEVELOPMENT
 Definition of Behavior  Kinds of Trait by Allport

 Definition of Human Behavior  Kinds of Trait by Goldberg
 Definition of Human Development  Personality Trait by Eysenck
 Four Pillars of Human  Definition of Temperament
Development  Psychological studies in relation
 Theories of Child (Human) to crime and delinquency
Development  Psychosocial Theory of
 Personality Theory Development
 Psychoanalytic Theory  Erikson’s stages of Human
 Levels of Awareness Development
 Freud’s Model of Personality  Cognitive Development Theory
Development  Moral Development Theory
 Trait Theory
II. LEARNING OUTCOMES:

At the end of this session, the student will be able to:
a) understand the concept of human development, abnormal and criminal

behaviors, and mental disorder;
b) compare criminal behavior from abnormal behavior,
c) explain the relationship of mental disorders to crime;
d) outline the relationship of intelligence to criminal behavior or
criminality; and
e) evaluate or critique the application of intelligence in the administration
of criminal justice.
Trinidad Municipal College

College of Criminal Justice Education
III. DISCUSSIONS:
SEGMENT 1. Overview on Human Development
What is Behavior?
Behavior refers to the actions of an organism or system, usually in relation to its
environment, which includes the other organisms or systems around as well as the physical
environment. It is the response of the organism or system to various stimuli or inputs,
whether internal or external, conscious or subconscious, overt or covert, and voluntary or
involuntary.
Behavior can also be defined as anything that you do that can be directly observed,
measured, and repeated. Some examples of behavior are reading, crawling, singing, holding
hands and the likes.
What is Human Behavior

Human Behavior is the range of actions and mannerisms exhibited by humans in conjunction
with their environment, responding to various stimuli or inputs, whether internal or external,
conscious or subconscious, overt or covert, and voluntary or involuntary. Human Behavior is
influenced by many factors, including:
a. beliefs, f. culture, k. motivation,

b. reasoning, g. ethics, l. persuasion,
c. values, h. attitudes, m. genetics.
d. religion, i. emotions, n. coercion
e. rapport, j. authority,
What is Human Development?

Human development is the process of a person's growth and maturation throughout their
lifespan, concerned with the creation of an environment where people are able to develop
their full potential, while leading productive and creative lives in accordance with their
interests and needs. Development is about the expansion of choices people have in order to
lead lives they value.
Four Pillars of Human Development
1. Equity
 It is the idea that every person has the right to an education and health care, that
there must be fairness for all.
2. Sustainability
 It encompasses the view that every person has the right to earn a living that can
sustain him or her. while everyone also has the right to access to goods more evenly
distributed among populations.
3. Production
 It is the idea that people need more efficient social programs to be introduced by their
governments.

4. Empowerment
 It is the view that people who are powerless, such as women, need to be given
power.
Theories of Child (Human) Development

A. PERSONALITY THEORY
I. Psychoanalytic Theory (Sigmund Freud)
The Structure of Personality (Tripartite Personality)
The structure of personality, according to Sigmund Freud, is made up of three major

systems: the id, the ego and the superego. Behavior is always the product of an interaction
among these three systems; rarely does one system operate to the exclusion of the other
two.
1. Id
 Id allows us to get our basic needs met. Freud believed that the id is based on the
pleasure principle i.e. it wants immediate satisfaction, with no consideration for the
reality of the situation. Id refers to the selfish, primitive, childish, pleasure-oriented
part of the personality with no ability to delay gratification. Freud called the id the
"true psychic reality" because it represents the inner world of subjective experience
and has no knowledge of objective reality.
2. Ego
 As the child interacts more with the world, the ego begins to develop. The ego's job is
to meet the needs of the id, whilst taking into account the constraints of reality. The
ego (acknowledges that being impulsive or selfish can sometimes hurt us, so the id
must be constrained (reality principle). Ego is the moderator between the id and
superego which seeks compromises to pacify both. It can be viewed as our teller
"sense of time and place".
3. Superego (Conscience of Man)

 The superego develops during the phallic stage as a result of the moral constraints
placed on us by our parents. It is generally believed that a o strong superego serves
to inhibit the biological instincts of the id (resulting in a high level of guilt), whereas a
weak superego allows the id more expression-resulting in a low level of guilt.
Superego internalizes society and parental standards of "good" and "bad", "right" and
"wrong" behavior (Figure 1).

FIGURE 1. FREUD’S Personality Structure and Level of Awareness
According to Freud our personality is divided into 3 elements. Id, Ego and Superego. He also
says that there is a conflict between the demands of the Id (our primitive drives) and the
Superego (our moral and social drives). Thus the function of a strong and balanced Ego is
the ability to mediate between these two drives.
Levels of Awareness (Topographical Model by Sigmund Freud)
1. The Conscious Level

 It consists of whatever sensations and experiences you are aware of at a given
moment of time.
2. The Preconscious Level
 This domain is sometimes called "available memory" that encompasses all
experiences that are not conscious at the moment but which can easily be retrieved
into awareness either spontaneously or with a minimum of effort. Examples might
include memories of everything you did last Saturday night, all the towns you ever
lived in, your favorite books, or an argument you had with a friend yesterday.
3. The Unconscious Level
 It is the deepest and major stratum of the human mind. It is the storehouse for
primitive instinctual drives plus emotion and memories that are so threatening to the
conscious mind that they have been repressed, or unconsciously pushed into the
unconscious mind. Examples of material that might be found in your unconscious
include a forgotten trauma in childhood, hidden feelings of hostility toward a present,
and repressed sexual desires of which you are unaware (Figure 1).

Freud's Model of Personality Development (Psychosexual Stages)
1. Oral Stage (0-18 Months)
This is the first psychosexual stage in which the of infant's source of id gratification is the
mouth. Infant gets pleasure from sucking and swallowing. Later when he has teeth, infant
enjoys the aggressive pleasure of biting and chewing. A child who is frustrated at this stage
may develop an adult personality that is characterized by pessimism, envy and suspicion.
The overindulged child may develop to be optimistic, gullible, and full of admiration for
others.
2. Anal Stage (18 Months-3 Years)
When parents decide to toilet train their children. during anal stage, the children learn how
much control they can exert over others with anal sphincter muscles. Children can have the
immediate pleasure of expelling feces, but that a may cause their parents to punish them.
This represents the conflict between the id, which derives pleasure from the expulsion of
bodily wastes, and the super-ego which represents external pressure to control bodily
functions. If the parents are too lenient in this conflict, quit will result in the formation of an
anal expulsive character of the child who is disorganized, reckless and defiant. Conversely,
a child may opt to retain feces, thereby spiting his parents, and may develop an anal
retentive character which is neat, stingy and obstinate.
3. Phallic Stage (3-6 years)
Genitals become the primary source of pleasure. The child's erotic pleasure focuses on
masturbation, that is, on self-manipulation of the genitals. He develops sexual attraction to
the parent of the opposite sex; boys develop unconscious desires for their mother and
become rivals with their father for her affection.
This reminiscent with Little Hans' case study. So, the boys develop a fear that their father will
punish them for these feelings (castration anxiety) so decide to identify with him rather than
fight him. As a result, the boy develops masculine characteristics and represses his sexual
feelings towards his mother. This is known as:
a) Oedipus Complex - This refers to an instance where in boys build up a warm and
loving relationship with mothers (mommy's boy).
b) Electra Complex - This refers to an occasion where in girls experience an intense
emotional attachment for their fathers (daddy's girl).
Note: The Oedipus Complex is named for the king of Thebes who killed his father and
married his mother

4. Latency Stage (6-11 Years)

Sexual interest is relatively inactive in this stage. Sexual energy is going through the process
of sublimation him and is being converted into interest in schoolwork, riding bicycles playing
house and sports.
5. Genital Stage (11 Years on)

This refers to the start of puberty and genital stage; how there is renewed interest in
obtaining sexual pleasure through the genitals. Masturbation often becomes frequent and
leads to orgasm for the first time. Sexual and romantic interests in others also become a
central motive.
Interest now turns to heterosexual relationships. ure The lesser fixation the child has in
earlier stages, the more chances of developing a "normal" personality, and thus aan
develops healthy meaningful relationships with those of the opposite sex (see table 1)
TABLE 1
Freud Psychosexual Theory believes that we are born with two basis instincts:
1. Eros This is named after the Greek god for love. Eros includes the sex drives and
drives such as hunger and thirst.
2. Thanatos This is named after Greek god for death. This includes not only striving for
death but also destructive motives such as hostility and aggression. These drives
highly influence the personality of a person.

II. Trait Theory
Trait approach identifies where a person might lie along a continuum of various personality
characteristics. Trait theories attempt to learn and explain the traits that make up personality,
the differences between people in terms of their personal characteristics, and how they
relate to actual behavior. Trait refers to the characteristics of an individual, describing a
habitual way of behaving, thinking, and feeling.
Kinds of Trait by Allport
1. Common Traits
- These are personality traits that are shared by most members of a particular
culture.
2. Individual Traits
- These are personality traits that define a person's unique individual qualities.
3. Cardinal Traits
- These are personality traits that are so basic that all person's activities relate
to it. It is a powerful and dominating behavioral predisposition that provides
the pivotal point in a person's entire life. Allport said that few people have
cardinal traits.
4. Central Traits
- These are the core traits that characterize an individual's personality.
Central traits are the major characteristics of our personalities that are quite
generalized and enduring. They form the building blocks of our personalities.
5. Secondary Traits
- These are traits that are inconsistent or relatively superficial, less
generalized and far less enduring that affects our behaviors in specific
circumstances.
Kinds of Trait by Goldberg (Big Five or Five Factor Theory)
1. Extraversion - This dimension contrasts such traits as sociable, outgoing, talkative,

assertive, persuasive, decisive, and active with more introverted traits such as
withdrawn, quiet, passive, retiring, and reserved.
2. Neuroticism - People high on neuroticism are prone to emotional instability. They
tend to experience negative emotions and to be moody, irritable, nervous, and prone
to worry.
3. Conscientiousness-This factor differentiates individuals who are dependable,
organized, reliable, responsible, thorough, hard-working, and preserving from those
undependable, disorganized, impulsive, unreliable, irresponsible, careless, negligent
and lazy.
4. Agreeableness - This factor is composed of a collection of traits that range from
compassion to antagonism towards others. A person high on agreeableness would
be a pleasant person, good-natured, warm, sympathetic, and cooperative.

5. Openness to Experience - This factor contrasts individuals who are imaginative,

curious, broad-minded, and cultured with those who are concrete-minded and
practical, and whose interests are narrow.
Personality Trait by Eysenck

1) Extrovert
o It refers to a person that is sociable, out-going. and active.
2) Introvert
o It refers to a person that is withdrawn, quiet, and introspective.
3) Emotionally Unstable
o It is a trait that is being anxious, excitable, and easily disturbed.
Eysenck theorized that criminality and antisocial. behavior is both positively and causally
related to high levels of psychoticism, extroversion and neuroticism. The theory says that in
extroverts, and possibly also in people high on the psychoticism scale, biologically
determined low degrees of arousal and arousability lead to impulsive, risk-taking and
sensation-seeking behavior that increase the level of cortical (brain) arousal to a more
acceptable and enjoyable amount.
Eysenck did find that extroverts experience cortical under arousal, prefer higher levels of
stimulation, and are less responsive to punishment - they therefore do not learn behavioral
alternatives with the use of disciplinary action.)
What is Temperament?
Temperament refers to the fundamental groundwork of character, generally presumed to
be biologically determined and existent early in life, inclusive of traits like emotional
reactiveness, energy level, reaction tempo, and motivation to explore.
Four Types of Temperament

Melancholic - sad, gloomy
Choleric - hot-tempered, irritable
Phlegmatic - sluggish, calm
Sanguine - cheerful, hopeful
Psychological Studies in Relation to Crime and Delinquency
1. August Alchorn
Aichorn in his book entitled Wayward Youth (1925) said that the cause of crime and
delinquency is the faulty development of the child during the first few years of his life. The
child as a human being normally follows only his pleasure impulse instinctive. Soon he
(child) grew up and find to these pleasure impulses which he must some revise, he suffers
from faulty ego-development and become delinquent. He then concluded that many of the
control offenders with whom he had worked had underdeveloped consciences Aichorn
identified two further categories of criminal:

a) those with fully developed consciences but identified with their criminal
parents, and
b) those who had been allowed to do whatever they like by over-indulgent
parents.
2. Cyril Burt (Young Delinquent, 1925)

Burt gives the theory of General Emotionality. According to him many offenses can be
traced to either in excess or a deficiency of a particular instinct which accounts for the
tendency of many criminals to be weak willed or easily led. Fear and absconding may
be due to the impulse of fear. Callous type of offenders may be due to the deficiency in
the primitive emotion of love and an excuse of the instinct of hate.
3. William Healy (Individual Delinquency, 1916)

He claimed that crime is an expression of the mental content of the individual. Frustration
of the individual causes emotional discomfort; personality demands removal of pain and
pain is eliminated by substitute behavior, that is, crime delinquency of the individual.
Healy and Bonner (1936) conducted a study of 105 pairs of brothers where one was a
persistent offender and the other a non-offender. It was found that only 19 of the
offenders and 30 of the non-offenders had experienced good quality family conditions.
These findings suggested that circumstances within a household may be favorable for
one child but not the sibling. It then proposed that the latter had not made an emotional
attachment to a "good parent", hence impeding the development of superego.
4. Walter Bromberg (Crime and the Mind, 1946)
He noted that criminality is the result of emotional immaturity. A person is emotionally
matured if he has learned to control his emotion effectively and who lives at peace with
himself and harmony with the standards of conduct which are acceptable to the society.
An emotionally immature person rebel against rule and regulations, engage in usual
activities and experience a feeling of guilt due to inferiority complex.
B. Psychosocial Theory of Development (Erik Erikson)

Erikson's Stages of Human Development - Developmental psychologist Erik H. Erikson was
best known for his theory on social development of human beings, and for coining the
phrase identity crisis (see figure 2).
FIGURE 2 – Erikson’s Stages of Human Development

The theory describes eight stages through which a healthily developing human should pass
from infancy to late adulthood. In each stage the person confronts, and hopefully masters,
new challenges. Each stage builds on the successful completion of earlier stages. The
challenges of stages not successfully completed may be expected to reappear as problems
in the future.
C. Cognitive Development Theory (Jean Piaget)
Jean Piaget's theory of cognitive development suggests that children move through four
different stages of mental development. His theory focuses not only on understanding how
children acquire knowledge, but also on understanding the nature of intelligence (see table
2).
Table 2. Piaget's 4 Stages of Cognitive Development.

Stage Characteristics
1. Sensorimotor The child learns by doing: looking, touching, sucking. The
(birth to 2 years) child also has a primitive understanding of cause-and-effect
relationships. Object performance appears around 9
months.
2. Preoperational The child uses language and symbols, including letters and
(2 years to 7 years) numbers. Egocentrism is also evident. Conservation marks
the end of the preoperational stage and the beginning of
concrete operations.
3. Concrete Operational The child demonstrates conservation, reversibility, serial
(7 years to 11 years) ordering, and a mature understanding of cause-and-effect
relationships. Thinking at this stage is still concrete.
4. Formal Operational The individual demonstrates abstract thinking, including
(12 years and up) logic, deductive reasoning, comparison, and classification.
Piaget believed that children take an active role in the learning process, acting much like
little scientists as they perform experiments, make observations, and learn about the world.
As kids interact with the world around them, they continually add new knowledge, build upon
existing knowledge, and adapt previously held ideas to accommodate new information (24)
D. Socio-Cultural Theory (Lev Vygotzky)
Vygotsky's Social Development Theory is the work of Russian psychologist Lev Vygotsky.
Vygotsky's work was largely unknown to the West until it was published in 1962. Vygotsky's
theory is one of the foundations of constructivism. It asserts three major themes regarding
social interaction, the more knowledgeable other, and the zone of proximal development.
Social Development Theory argues that social interaction precedes development;

consciousness and cognition are the end product of socialization and social behavior.

Social Interaction.
Social interaction plays a fundamental role in the process of cognitive development.
In contrast to Jean Piaget's understanding of child development (in which development
necessarily precedes learning). Vygotsky felt social learning precedes development. He
states: "Every function in the child's cultural development appears twice: first, on the social
level, and later, on the individual level; first, between people (interpsychological) and then
inside the child (intrapsychological)".
Applications of the Vygotsky's Social Development Theory

Many schools have traditionally held a transmissionism or instructionist model in
which a teacher or lecturer 'transmits" information to students. In contrast, Vygotsky's theory
promotes learning contexts in which students play an active role in learning. Roles of the
teacher and student are therefore shifted, as a teacher should collaborate with his or her
students in order to help facilitate meaning construction in students. Learning therefore
becomes a reciprocal experience for the students and teacher (see figures 3 & 4)
FIGURE 3. Social Development Theory (Model 1)
FIGURE 4. Social Development Theory (Model 2)

E. Bio Ecological Theory (Urie Bronfenbrenner)

This is known as the Human Ecology Theory, the Ecological Systems theory
states that human development is influenced by the different types of environmental
systems. Formulated by famous psychologist Urie Bronfenbrenner, this theory helps
us understand why we may behave differently when we compare our behavior in the
presence of our family and our behavior when we are in school or at work.
The Five Environmental Systems
The ecological systems theory holds that we encounter different environments throughout
our lifespan that may influence our behavior in varying degrees. These systems include the
micro system, the mesosystem, the exosystem, the macro system, and the chronosystem.
1. The Micro System

 The micro system's setting is the direct environment we have in our lives. Your
family, friends, classmates, teachers, neighbors and other people who have a direct
contact with you are included in your micro system. The micro system is the setting in
which we have direct social interactions with these social agents. The theory states
that we are not mere recipients of the experiences we have when socializing with
these people in the micro system environment, but we are contributing to the
construction of such environment.
2. The Mesosystem
 The mesosytem involves the relationships between the microsystems in one's life.
This means that your family experience may be related to your school experience.
For example, if a child is neglected by his parents, he may have a low chance of
developing positive attitude towards his teachers. Also, this child may feel awkward
in the presence of peers and may resort to withdrawal from a group of classmates.
3. The Exosystem
 The exosystem is the setting in which there is a link between the context where in the
person does not have any active role, and the context where in is actively
participating. Suppose a child is more attached to his father than his mother. If the
father goes abroad to work for several months, there may be a conflict between the
mother and the child's social relationship, or on the other hand, this event may result
to a tighter bond between the mother and the child.
4. The Macrosystem
 The macrosystem setting is the actual culture of an individual. The cultural contexts
involve the socioeconomic status of the person and/or his family, his ethnicity or race
and living in a still developing or a third world country. For example, being born to a
poor family makes a person work harder every day.

5. The Chronosystem
 The chronosystem includes the transitions and shifts in one's lifespan. This may also
involve the socio-historical contexts that may influence a person (see figure 5).
FIGURE 5. Bio ecological Model
One classic example of this is how divorce, as a major life transition, may affect not only the
couple's relationship but also their children's behavior. According to a majority of research,
children are negatively affected on the first year after the divorce. The next years after it
would reveal that the interaction within the family becomes more stable and agreeable.
F. Moral Development (Lawrence Kohlberg)

The Theory of Moral Development is a very interesting subject that stemmed from
Jean Piaget's theory of moral reasoning. Developed by psychologist Lawrence Kohlberg,
this theory made us understand that morality starts from the early childhood years and can
be affected by several factors.
Kohlberg ideas started from the research he performed with very young children as
his subjects. He found out that children are with different moral issues, and their judgments
on whether they are to act positively or negatively over each dilemma are heavily influenced
by several factors. In each scenario that Kohlberg related to the children, he was not really
asking whether or not the person in the situation is morally right or wrong, but he wanted to
find out the reasons why these children think that the character is morally right or not.

Levels of Moral Development

Level 1: Preconventional Morality
The first level of morality, preconventional morality, can be further divided into two stages:
obedience and punishment, and individualism and exchange.
Stage 1: Punishment - Obedience Orientation

 Related. to Skinner's Operational Conditioning, this stage includes. the use of
punishment so that the person refrains from doing the action and continues to obey
the rules. For example, we follow the law because we do not want to go to jail.
Stage 2: Instrumental Relativist Orientation

 In this stage, the person is said to judge the morality of an action based on how it
satisfies the individual needs of the doer. For instance, a person steals money from
another person because he needs that money to buy food for his hungry children. In
Kohlberg's theory, the children tend to say that this action is morally right because of
the serious need of the doer.
Level 2: Conventional Morality
The second level of morality involves the stages 3 and 4 of moral development.
Conventional morality includes the society and societal roles in judging the morality of an
action.
Stage 3: Good Boy-Nice Girl Orientation

 In this stage, a person judges an action based on the societal roles and social
expectations before him. This is also known as the "interpersonal relationships"
phase. For example, a child gives away her lunch to a street peasant because she
thinks doing so means being nice.
Stage 4: Law and Order Orientation

 This stage includes respecting the authorities and following the rules, as well as
doing a person's duty. The society is the main consideration of a person at this stage.
For instance, a policeman refuses the money offered to him under the table and
arrests the offender because he believes this is his duty as an officer of peace and
order.
Level 3: Post conventional Morality

The post-conventional morality includes stage 5 and stage 6. This is mainly concerned with
the universal principles that relation to the action done.
Stage 5: Social Contract Orientation

 In this stage, the person is look at various opinions and values of different people
before coming up with the decision on the morality of the action.
Stage 6: Universal Ethical Principles Orientation

 The final stage of moral reasoning, this orientation is when a person considers
universally accepted ethical principles. The judgment may become innate and may

even violate the laws and rules as the person becomes attached to his own principles
of justice (figures 6 & 7).
FIGURE 6. Kohlberg’s Stages of Moral Development (Model 1)
FIGURE 7. Kohlberg’s Stages of Moral Development (Model 2)

SEGMENT 2. ABNORMAL BEHAVIOR
What is Abnormal Behavior?

Abnormal Behavior is something deviating from the normal or differing from the
typical, is a subjectively defined behavioral characteristic, assigned to those with rare or
dysfunctional conditions. It may be abnormal when it is unusual, socially unacceptable, self.
defeating, dangerous, or suggestive of faulty interpretation of reality or of personal distress.
Abnormal Behavior is behavior that is deviant, maladaptive, or personally distressful over a

long period of time. The American Psychiatric Association defines abnormal behavior in
medical terms as a mental illness that affects or is manifested in a person's brain and can
affect the way a person thinks, behaves, and interacts with people.
What is Psychopathology?
Psychopathology is the scientific study of mental disorders, including efforts to understand

their genetic, biological, psychological, and social causes; effective classification schemes
(nosology); course across all stages of development; manifestations; and treatment. It is also
defined as the origin of mental disorders, how they develop, and the symptoms they might
produce in a person.
The 4 Ds
A description of the four Ds when defining abnormality:
1) Deviance - This term describes the idea that specific thoughts, behaviors and
emotions are considered deviant when they are unacceptable or not common in
society. Clinicians must, however, remember that minority groups are not always
deemed deviant just because they may not have anything in common with other
groups. Therefore, we define an individual's actions as deviant or abnormal when
his or her behavior is deemed unacceptable by the culture he or she belongs to.
2) Distress - This term accounts for negative feelings by the individual with the
disorder. He or she may feel deeply troubled and affected by their illness.
3) Dysfunction - This term involves maladaptive behavior that impairs the

individual's ability to perform normal daily. functions, such as getting ready for
work in the morning. or driving a car. Such maladaptive behaviors prevent the
individual from living a normal, healthy lifestyle. However, dysfunctional behavior
is not always caused by a disorder; it may be voluntary, such as engaging in a
hunger strike.
4) Danger - This term involves dangerous or violent behavior directed at the

individual, or others in the environment. An example of dangerous behavior that
may suggest a psychological disorder is engaging in suicidal activity.

Models of Abnormality
1. Behavioral
Behaviorists believe that our actions are determined largely by the experiences we have in
life, rather than by underlying pathology of unconscious forces. Abnormality is therefore seen
as the development of behavior patterns that are considered maladaptive (i.e. harmful) for
the individual. Behaviorism states that all behavior (including abnormal) is learned from the
environment (nurture) and that all behavior that has been learnt can also be 'unlearnt' (which
is how abnormal behavior is treated). The emphasis of the behavioral approach is on the
environment and how abnormal behavior is acquired, through classical conditioning, operant
conditioning and social learning.
Classical conditioning has been said to account for the development of phobias. The feared
object (e.g. spider or rat) is associated with a fear or anxiety sometime in the past. The
conditioned stimulus subsequently evokes a powerful fear response characterized by
avoidance of the feared object and the emotion of fear whenever the object is encountered.
Learning environments can reinforce (re: operant conditioning) problematic behaviors. E.g.
an individual may be rewarded for being having panic attacks by receiving attention from
family and friends - this would lead to the behavior being reinforced and increasing in later
life. Our society can also provide deviant maladaptive models that children identify with and
imitate (re: social learning theory) (Figure 8).
2. Cognitive
The cognitive approach assumes that a person's thoughts are responsible for their behavior.
The model deals with how information is processed in the brain and the impact of this on
behavior. The basic assumptions are:
a) Maladaptive behavior is caused by faulty and irrational cognitions.

b) It is the way you think about a problem, rather than the problem itself that causes
mental disorders.
c) Individuals can overcome mental disorders by learning to use more appropriate
cognitions.
d) The individual is an active processor of information. How a person, perceives,
anticipates and evaluates events rather than the events themselves, which will have
an impact on behavior. This is generally believed to be an automatic process; in
other words, we do not really think about it.
In people with psychological problems these thought processes tend to be negative and
the cognitions (i.e. attributions, cognitive errors) made will be inaccurate: These cognitions
cause distortions in the way we see things; Ellis suggested it is through irrational thinking,
while Beck proposed the cognitive triad (see figure 8).

FIGURE 8. Causes of Abnormality
3. Medical/Biological
The medical model of psychopathology believes that disorders have an organic or
physical cause. The focus of this approach is on genetics, neurotransmitters,
neurophysiology, neuroanatomy, biochemistry etc. For example, in terms of biochemistry-the
dopamine hypothesis argues that elevated levels of dopamine are related to symptoms of
schizophrenia. The approach argues that mental disorders are related to the physical
structure and functioning of the brain. For example, differences in brain structure
(abnormalities in the frontal and pre-frontal cortex, enlarged ventricles) have been identified
in people with schizophrenia.
4. Psychodynamic
The main assumptions include Freud's belief that abnormality came from the
psychological causes rather than the physical causes that unresolved conflicts between the
id, ego and superego can all contribute to abnormality, for example:
a) Weak Ego
 Well-adjusted people have a strong ego that is able to cope with the demands of both
the id and the superego by allowing each to express itself at appropriate times. If,
however, the ego is weakened, then either the id or the superego, whichever is
stronger, may dominate the personality.
b) Unchecked Id Impulses
 If id impulses are unchecked they may be expressed in self-destructive and immoral
behavior. This may lead to disorders such as conduct. disorders in childhood and
psychopathic [dangerously abnormal] behavior in adulthood.

c) Too Powerful Superego

 A superego that is too powerful, and therefore too harsh and inflexible in its moral
values, will restrict the id to such an extent that the person will be deprived of even
socially acceptable pleasures. According to Freud this would create neurosis, which
could be expressed in the symptoms of anxiety disorders, such as phobias and
obsessions.
Freud also believed that early childhood experiences and unconscious motivation were
responsible for disorders.
Identification of Abnormal Behavior

Abnormal Behavior could be recognized through any of the following:
1) Deviation from Statistical Norm - The word abnormal means 'away from the norm'
Many population facts are measured such as height, weight and intelligence. Most of
the people fall within the middle range of intelligence, but a few are abnormally
stupid. But according to this definition, a person who is extremely intelligent should
be classified as abnormal. Examples are:
a. Intelligence. It is statistically abnormal for a person to get a score about 145 on an

IQ test or to get a score below 55, but only the lowest score is considered
abnormal,00
b. Anxiety- A person who is anxious all the time or has a high level of anxiety and
someone who almost never feels anxiety are all considered to be abnormal.
2) Deviation from Social Norm - Every culture has certain standards for acceptable
behavior, behavior that deviates from that standard is considered to be abnormal
behavior. But those standards can change with time and vary from one society to
another.
3) Maladaptive Behavior - This third criterion is how the behavior affects the well-being
of the individual and/or social group. A man who attempts suicide or a paranoid
individual who tries to assassinate national leaders are illustrations under this
criterion. The two aspects of maladaptive behavior are: a. Maladaptive to One's self.
It refers to the inability of a person to reach goals or to adapt the demands of life. b.
Maladaptive to Society-It refers to a person's obstruction or disruption to social group
functioning.
4) Personal Distress - The fourth criterion considers abnormality in terms of the

individual's subjective feelings, personal distress, rather than his behavior. Most
people commonly diagnosed as 'mentally ill feel miserable, anxious, depressed and
may suffer from insomnia.
5) Failure to Function Adequately - Under this definition, a person is considered

abnormal if they are unable to cope with the demands of everyday life. They may be

unable to perform the behaviors necessary for day-to-day living e.g. self-care, hold
down a job, interact meaningfully with others, make themselves understood etc.
The following characteristics that define failure to function adequately:

a. suffering.
b. maladaptiveness (danger to self),
c. vividness and unconventionality (stands out),
d. unpredictably and loss of control.
e. irrationality/incomprehensibility,
f. causes observer discomfort, and
g. violates moral/social standards.
6) Deviation from Ideal Mental Health - Under this definition, rather than defining what
is abnormal, we define what normal/ideal is and anything that deviates from this is
regarded as abnormal. This requires us to decide on the characteristics we consider
necessary to mental health. The six criteria by which mental health could be
measured are as follows:
a. positive view of the self,
b. capability for growth and development,
c. autonomy and independence,
d. accurate perception of reality,
e. positive friendships and relationships, and
f. environmental mastery (able to meet the varying demands of day-to-day
situations).
According to this approach, the more of these criteria are satisfied, the healthier the
individual is.
Symptoms of Abnormal Behavior
1. Long Periods of Discomfort - This could be anything as simple as worrying about a

calculus test or grieving the death of a loved one. This distress is related to a real
related, or threatened event and passes with time. When such distressing feelings,
however, persist for an extended period of time and seem to be unrelated to events
surrounding the person, they would be considered abnormal and could suggest a
psychological disorder.
2. Impaired Functioning - Here, a distinction must be made between simply a passing

period of inefficiency and prolonged inefficiency which seems unexplainable. For
instance, a very brilliant person consistently fails in his classes or someone who
constantly changes his jobs for no apparent reason.
3. Bizarre Behavior - Bizarre behavior that has no rational basis seems to indicate that
the individual is confused. The psychoses frequently result in hallucinations
(baseless sensory perceptions) or delusions (beliefs which are patently false yet held
as true by the individual).

4. Disruptive Behavior - Disruptive behavior means impulsive, apparently

uncontrollable behavior that disrupts the lives of others or deprives them of their
human rights on a regular basis. This type of behavior is characteristic of a severe
psychological disorder. An example of this is the antisocial personality disorder.
SEGMENT 3. MENTAL DISORDER
What is a Mental Disorder?

Mental Disorder refers to the significant impairment in psychological functioning. A mental
disorder, also called a mental illness or psychiatric disorder, is a behavioral or mental pattern
that causes significant distress or impairment of personal functioning.)
According to Diagnostic and Statistical Manual of Mental Disorders (DSM)-IV, a mental

disorder is a psychological syndrome or pattern which is associated with distress (e.g. via a
painful symptom), disability (impairment in one or more important areas of functioning),
increased risk of death, or causes a significant loss of autonomy; however it excludes normal
responses such as grief from loss of a loved one, and also excludes deviant behavior for
political, religious, or societal reasons not arising from a dysfunction in the individual.)
In 2013, the American Psychiatric Association (APA) redefined mental disorders in the DSM-
5 as "a syndrome characterized by clinically significant disturbance in an individual's
cognition, emotion regulation, or behavior that reflects a dysfunction in the psychological,
biological, or developmental processes underlying mental functioning."
What is Diagnostic and Statistical Manual of Mental Disorders?

It is better known as the DSM-IV; the manual is published by the American Psychiatric
Association and covers all mental health disorders for both children and adults. It also lists
known causes of these disorders, statistics in terms of gender, age at onset, and prognosis
as well as some research concerning the optimal treatment approaches. Mental Health
Professionals use this manual when working with patients in order to better understand their
illness and potential treatment and to help 3rd party payers (e.g., insurance) understand the
needs of the patient. The book is typically considered the 'bible' for any professional who
makes psychiatric diagnoses in the United States and many other countries. Much of the
diagnostic information on these pages is gathered from the DSM IV.
What is American Psychiatric Association (APA)?

APA is a medical specialty society with over 35,000 US and international member physicians
who "work together to ensure humane care and effective treatment for all persons with
mental disorder, including mental retardation and substance-related disorders. It is the voice
and conscience of modern psychiatry. Its vision is a society that has available, accessible
quality psychiatric diagnosis and treatment." APA is the oldest national medical specialty
society in the US.
Relationship between Mental Disorder and Crime

The relationship between mental disorder and crime is an issue of significant empirical
complexity. It has been subject of extensive research, using both cross-sectional and
longitudinal designs and including samples of the general population, birth cohorts,
psychiatric patients, and incarcerated offenders. Nevertheless, findings have been
equivocal.
On the one hand, the following are several results of studies that have found a relationship
between mental disorder and crime:
1) The risk of criminal behavior was significantly higher among subjects with mental
disorders, regardless of the socioeconomic status of the childhood family. In
particular, the higher risk for violent behavior was associated with alcohol-induced
psychoses and with schizophrenia with coexisting substance abuse.
2) A review on the five epidemiological investigations of post Second World War birth
cohorts, came to the conclusion that persons who develop major mental disorders
are at increased risk across the lifespan of committing crimes. However, this
increased risk may be limited to generations of persons with major mental disorders
born in the late 1940s, 1950s and 1960s, as they do not have received appropriate
mental health care.
3) After examining data from national hospital and crime registers in Sweden,
researchers found that the overall population-attributable risk fraction of patients was
5%, indicating that patients with severe mental disorder commit one in 20 violent
crimes.
4) A comparison on Swiss in-patients with the general population and came to the
conclusion that patients were more frequently registered in all crime categories,
although there were differences between the diagnostic groups: while alcoholics and
drug users of both sexes had a significantly higher criminality rate, a higher rate was
found among female, but not male, patients suffering from schizophrenia or related
disorders.
5) Finally, homicidal behavior appears to have a statistical association with

schizophrenia and antisocial personality disorder
On the other hand, there are also studies that discard any relationship between mental
disorder and crime. They are as follows:
1) In a study which examined the ability of personal demographic, criminal history, and
clinical variables to predict recidivism in mentally disordered offenders in the United
Kingdom, researchers found that reconviction in mentally disordered offenders can
be predicted using the same criminogenic variables that are predictive in offenders
without mental disorders.
2) Researchers analyzed the relationship between violence and substance abuse

among patients with chronic mental disorder and found that major mental disorder

alone with no history of alcohol or drug abuse was associated with a considerably
lower risk of violence. Overall, the study showed no difference in the rate of violence
between patients with major mental disorders and patients with other diagnoses.
3) Other studies suggest that the diagnosis of schizophrenia and delusional disorder,
contrary to previous empirical findings. do not predict higher rates of violence among
recently discharged psychiatric patients.
4) Along the same lines, researchers found that the crime rate among male
schizophrenic patients was almost the same as that in the general male population.
However, the crime rate among females was twice that of the general female
population, so the overall results of the study were mixed.
What is Mental Retardation (MR)?
MR is a condition of limited ability in which an individual has a low Intelligence Quotient (IQ),
usually below 70 on a traditional intelligence test, and has difficulty adapting to everyday life;
he/she first exhibited these characteristics during the so-called developmental period-by age
18.
MR is a developmental disability that first appears in children under the age of 18. It is
defined as a level of intellectual functioning (as measured by standard intelligence tests) that
is well below average and results in significant limitations in the person's daily living skills
(adaptive functioning). Adaptive skills are a term that refers to skills needed for daily life.
Such skills include the ability to produce and understand language (communication); home-
living skills; use of community resources; health, safety, leisure, self-care, and social skills;
self-direction; functional academic skills (reading, writing, and arithmetic); and job-related
skills.
Four Different Levels of Mental Retardation
1) Mild Mental Retardation

 Approximately 85% of the mentally retarded population is in the mildly retarded
category. Their IQ score ranges from 50-70, and they can often acquire academic
skills up to about the sixth-grade level. They can become fairly self-sufficient and, in
some cases, live independently, with community and social support.
2) Moderate Mental Retardation

 About 10% of the mentally retarded population is considered moderately retarded.
Moderately retarded persons have IQ scores ranging from 35-55. They can carry out
work and self-care tasks with moderate supervision. They typically acquire
communication skills in childhood and are able to live and function successfully within
the community in such supervised environments as group homes.
3) Severe Mental Retardation

 About 3-4% of the mentally retarded population is severely retarded. Severely

retarded persons have IQ scores of 20-40. They may master very basic self-care
skills and some communication skills. Many severely retarded individuals are able to
live in a group home.
4) Profound Mental Retardation

 Only 1-2% of the mentally retarded population is classified as profoundly retarded.
Profoundly retarded individuals have IQ scores under 20-25. They may be able to
develop basic self-care and communication skills with appropriate support and
training. Their retardation is often caused by an accompanying neurological disorder.
Profoundly retarded people need a high level of structure and supervision.
Causes and Symptoms of Mental Retardation

Low IQ scores and limitations in adaptive skills are the hallmarks of mental
retardation. Aggression, self-injury, and mood disorders are sometimes associated with the
disability. The severity of the symptoms and the age at which they first appear depend on
the cause. Children who are mentally retarded reach developmental milestones significantly
later than expected, if at all. If retardation is caused by chromosomal or other genetic
disorders, it is often apparent from infancy. If retardation is caused by childhood illnesses or
injuries, learning and adaptive skills that were once easy may suddenly become difficult or
impossible to master. In about 40% of cases, the cause of mental retardation cannot be
found. Biological and environmental factors that can cause mental retardation include:
1) Genetic Factors
 About 30% of cases of mental retardation is caused by hereditary factors. Mental
retardation may be caused by an inherited genetic abnormality, such as fragile X
syndrome.
What is Fragile X Syndrome? - It is a defect in the chromosome that determines

sex, is the most common inherited cause of mental retardation. Single-gene defects such as
phenylketonuria (PKU) and other inborn errors of metabolism may also cause mental
retardation if they are not discovered and treated early. An accident or mutation in genetic
development may also cause retardation. Examples of such accidents are development of
an extra chromosome 18 (trisomy 18) and Down syndrome. Down syndrome, also called
mongolism or trisomy 21, is caused by an abnormality in the development of chromosome
21. It is the most common genetic cause of mental retardation.
2) Prenatal Illnesses and Issues

Fetal Alcohol Syndrome (FAS) affects one in 3,000 children in Western countries. It is
caused by the mother's heavy drinking during the first twelve weeks (trimester) of
pregnancy. Some studies have shown that even moderate alcohol use during pregnancy
may cause learning disabilities in children. Drug abuse and cigarette smoking during
pregnancy have also been linked to mental retardation. Maternal infections and such
illnesses as glandular disorders, rubella, toxoplasmosis, and cytomegalovirus (CMV)
infection may cause mental retardation. When the mother has high blood pressure

(hypertension) blood poisoning (toxemia), the flow of oxygen to the fetus may be reduced,
causing brain damage and mental retardation.
Birth defects that cause physical deformities of the head, brain, and central nervous
system frequently cause mental retardation. Neural tube defect, for example, is a birth defect
in which the neural tube that forms the spinal cord does not close completely. This defect
may cause children to develop an accumulation of cerebrospinal fluid inside the skull
(hydrocephalus). Hydrocephalus can cause learning impairment by putting pressure on the
brain.
3) Childhood Illnesses and Injuries

Hyperthyroidism, whooping cough, chickenpox, measles, and Hib disease (a bacterial
infection) may cause mental retardation if they are not treated adequately. An infection of the
membrane covering the brain (meningitis) or an inflammation of the brain itself (encephalitis)
can cause swelling that in turn may cause brain damage and mental retardation. Traumatic
brain injury caused by a blow to the head or by violent shaking of the upper body may also
cause brain damage and mental retardation in children.
4) Environmental Factors
Ignored or neglected infants who are not provided with the mental and physical stimulation
required for normal development may suffer irreversible learning impairment. Children who
live in poverty and suffer from malnutrition, unhealthy living conditions, abuse, and improper
or inadequate medical care are at a higher risk. Exposure to lead or mercury can also cause
mental retardation. Many children have developed lead poisoning from eating the flaking
lead based paint often found in older buildings.
Intelligence Tests to Measure Learning Abilities and Intellectual Functioning
1. Stanford-Binet Intelligence Scale

2. Wechsler Intelligence Scales
3. Wechsler Preschool and Primary Scale of Intelligence
4. Kaufman Assessment Battery for Children)
Prevention of Mental Retardation

- Immunization against diseases such as measles and Hib prevent many of the
illnesses that can cause mental retardation. In addition, all children should undergo
routine developmental screening as part of their pediatric care. Screening is
particularly critical for those children who may be neglected or undernourished or
may live in disease-producing conditions. Newborn screening and immediate
treatment for PKU and hyperthyroidism can usually catch these disorders early
enough to prevent retardation. Good prenatal care can also help prevent retardation.
Pregnant women should be educated about the risks of alcohol consumption and the
need to maintain good nutrition during pregnancy. Such tests as amniocentesis and
ultrasonography can determine whether a fetus is developing normally in the womb.

SEGMENT 4. CRIMINAL BEHAVIOR AND INTELLIGENCE
What is Criminal Behavior?
Criminal Behavior refers to a behavior which is criminal in nature; a behavior which violates
a law. Thus, the moment a person violates the law, he has already committed [exhibited]
criminal behavior. Criminal behavior refers to conduct of an offender that leads to and
including the commission of an unlawful act. According to Goldoozian, for human behavior to
be considered a crime, three elements are necessary;
1. Legally, the criminal act should be prohibited by law,

2. Materially, the criminal act should be executed or realized
3. Spiritually, the criminal act should be accompanied by criminal intention or guilt.
These three elements must be present for an act to be labeled as a crime.
Origins of Criminal Behavior
1) Biological Factor
Heredity as a factor implies that criminal acts are unavoidable, inevitable consequences of
the bad seed or bad blood. It emphasizes genetic predisposition toward antisocial and
criminal conduct. The following are some studies and theories related to biological causes of
crime:
a) Born Criminal (Cesare Lombroso)

b) Physique and Somatotype (Ernst Kretschmer & William Sheldon)
c) Juke and Kallikak (Richard Dugdale & Henry Goddard)
2) Personality Disorder Factor

Personality disorder factor refers to an act that exhibits a pervasive pattern of disregard for
and violation of the rights of others that begins in childhood or early adolescence and
continues into adulthood such as Anti-Social Personality Disorder (Psychoanalytic Theory-
Sigmund Freud).
3) Learning Factor
Learning factor explains that criminal behavior is learned primarily by observing or listening
to people around us. The following are related learning theories, to wit:
a) Differential Association Theory (Edwin Sutherland)
b) Imitation Theory (Gabriel Tarde)
c) Identification Theory (Daniel Classer)
4) Biological Approach
Biological approach points to inherited predispositions and physiological processes to

explain individual differences in personality. It is a perspective that emphasizes the role of
biological processes and heredity as the key to understanding behavior.

5) Humanistic Approach
Humanistic approach identifies personal responsibility and feelings of self-acceptance as the
key causes of differences in personality. This perspective focuses on how humans have
evolved and adapted behaviors required for survival against various environmental
pressures over the long course of evolution.
6) Behavioral/Social Learning Approach

Behavioral/Social Learning approach explains consistent behavior patterns as the result of
conditioning and expectations. This emphasizes the role of environment in shaping behavior.
What is Behavioral Personality Theory?

It is a model of that emphasizes learning and observable behavior.
What is Social Learning Theory?
It is an explanation of personality that combines learning principles, cognition, and the
effects of social relationships.
What is Self-reinforcement?
This is the praising or rewarding oneself for having made a particular response.
What is Identification?
It is a feeling from which one is emotionally connected to a person and a way of seeing
oneself as himself or herself. The child admires adults who love and care for him/her and
this encourages imitation.
7) Cognitive approach
Cognitive Approach looks at differences in the way people process information to explain
differences in behavior. This perspective emphasizes the role of mental processes that
underlie behavior.
Intelligence and Criminality

What is Human Intelligence?
Human intelligence generally points to at least three characteristics. First, intelligence is best
understood as a compilation of brain-based cognitive abilities. According to 52 eminent
intelligence researchers, intelligence reflects "a very general mental capability that, among
other things, involves the ability to reason, plan, solve problems, think abstractly,
comprehend complex ideas, learn quickly and learn from experience."
IQ Score Original Name Modern Name
Below 20 Idiot Profound
20 to 49 Imbecile Severe
50 to 69 Moron/Feebleminded Moderate
70 to 79 Borderline Deficiency Mild
80 to 89 Dull Dull Normal
90 to 109 Normal Average
110 to 119 Superior
120 to 139 Very Superior
Over 140 Genius or Near Genius

The earliest causal explanation, popular during the early 1900s, portrayed criminals as so
"feebleminded" and "mentally deficient" that they could neither distinguish right from
wrong nor resist criminal impulses. This feeblemindedness hypothesis, however, lost favor
long ago as became clear that few criminals are actually mentally deficient and most
recognize, though may not follow, behavioral norms. A more recent, and more compelling.
causal explanation emphasizes the importance of intelligence especially intelligence during
childhood socialization. The socialization of children involves constant verbal communication
and comprehension of abstract symbols; therefore, children with poor verbal and cognitive
skills have greater difficulty completing the socialization process, which puts them at risk of
under controlled, antisocial behavior. Empirical studies overall have supported this
developmental hypothesis, and it fits with the especially strong correlation between verbal IQ
and crime.
A final causal explanation links IQ to crime through school performance. Less intelligent
students do less well in school, which results in academic frustration. This frustration, in turn,
weakens their attachment and commitment to schooling, and a weakened bond to school, as
per social control theory, allows for more criminal behavior. This school-performance
hypothesis has received strong support empirical studies, and it is probably the most widely
accepted explanation of the IQ-crime correlation.1591
Criminal Law and Intelligence
What is the McNaughton (M'Naghten) Rule?

In 1724 an English court maintained that a man was not responsible for an act if "he does
not know what he is doing, no more... a wild beast". Modern standards of legal responsibility,
however, have been based on the McNaughton decision of 1843.1611
The formal insanity defense has its beginnings in 1843, when Daniel McNaughton tried to kill
Robert Peel, the British prime minister (he shot and killed his secretary instead). At his trial,
McNaughten testified that he believed that the British government was plotting against him,
and he was acquitted of murder. The McNaughton Rule requires that a criminal defendant:
(a) not know what he was doing at the time or

(b) not know that his actions were wrong (because of his delusional belief,
McNaughton thought he was defending himself.
The Rule created a presumption of sanity, unless the defense proved "at the time of
committing the act, the accused was laboring under such a defect of reason, from disease of
the mind, as not to know the nature and quality of the act he was doing or, if he did know it,
that he did not know what he was doing was wrong." This rule was adopted in the US, and
the distinction of knowing right from wrong remained the basis for most decisions of legal
insanity.

What is the Durham Rule?

The Durham rule states that, "an accused is not criminally responsible if his unlawful
act is the product of mental disease or mental defect." Some States added to their
statutes this doctrine which is also known as "irresistible impulse" recognizing some ill
individuals may respond correctly but may be unable to control their behavior.
In the United States, the next advance in the insanity defense was The Durham Rule or
"product test" adopted in 1954, which states that "... an accused is not criminally responsible
if his unlawful act was the product of mental disease or defect". This "product test". was
overturned in 1972, largely because its ambiguous reference to "mental disease or defect"
places undue emphasis on subjective judgments by psychiatrists, and can easily lead to a
"battle of the experts”.
Many states now adopt a version of guidelines set out by the American Law Institute in 1962,
which allows the insanity defense if, by virtue of mental illness, the defendant:
(a) lacks the ability to understand the meaning of their act or
(b) cannot control their impulses. This is sometimes known as the "irresistible
impulse test".
What is ALI "Substantial Capacity" Test?
The Test was integrated by the American Law Institute (ALI) in its Model Penal Code Test,
which improved on the M'Naghten and irresistible impulse tests. The new rule stated that a
person is not responsible for his criminal act if, as a result of the mental disease or defect, he
lacks substantial capacity to appreciate the criminality of his act or to conform his conduct to
the requirements of the law. this test has been criticized for its use of ambiguous words like
"substantial capacity" and "appreciate" as there would be differences in expert testimonies
whether the accused's degree of awareness was sufficient. Objections were also made to
the exclusion of psychopaths or persons whose abnormalities are manifested only by
repeated criminal conduct. Critics observed that psychopaths cannot be deterred and thus
undeserving of punishment.
In 1984, however, the U.S. Congress repudiated this test in favor of the M'Naghten style
statutory formulation. It enacted the Comprehensive Crime Control Act which made the
appreciation test the law applicable in all federal courts. The test is similar to M'Naghten as it
relies on the cognitive test. The accused is not required to prove lack of control as in the ALI
test. The appreciation test shifted the burden of proof to the defense, limited the scope of
expert testimony, eliminated the defense of diminished capacity and provided for
commitment of accused found to be insane.
Insanity and Criminal Law in the Philippines

In the Philippines, the courts have established a more stringent criterion for insanity
to be exempting as it is required that there must be a complete deprivation of intelligence in
committing the act, i.e., the accused is deprived of reason; he acted without the least
discernment because there is a complete absence of the power to discern, or that there is a

total deprivation of the will. Mere abnormality of the mental faculties will not exclude
imputability.
The issue of insanity is a question of fact for insanity is a condition of the mind, not
susceptible of the usual means of proof. As no man can know what is going on in the mind of
another, the state or condition of a person's mind can only be measured and judged by his
behavior. Establishing the insanity of accused requires opinion testimony which may be
given by a witness who is intimately acquainted with the accused, by a witness who has
rational basis to conclude that the accused was insane based on the witness' own
perception of the accused, or by a witness who is qualified as an expert, such as a
psychiatrist. The testimony or proof of the accused's insanity must relate to the time
preceding or coetaneous with the commission of the offense with which he is charged.
The Revised Penal Code

Article 12 of the Code exempts a person from criminal liability in consideration of
intelligence:
Paragraph 1: Any person who has committed a crime while the said person was imbecile or
insane during the commission.
When the imbecile or an insane person has committed an act which the law defines as a
felony (delito), the court shall order his confinement in one of the hospitals or asylums
established for persons thus afflicted, which he shall not be permitted to leave without first
obtaining the permission of the same court.
Suggested Readings:
1. People of the Philippines vs. Tibon, G.R. No. 188320, June 29, 2010.
2. People of the Philippines vs. Roger Austria Y Navarro (alias Bernie), G.R. No.
111517-19, July 31, 1996.
3. People of the Philippines vs. Fernando Madarang Y Magno, G.R. No. 132319. May
12, 2000.
4. People of the Philippines vs. Celestino Bonoan Y Cruz, G.R. No. L-45130, February
17, 1937.
Paragraph 2: A person over nine years of age and under fifteen, unless he has acted with
discernment, in which case, such minor shall be proceeded against in accordance with the
provisions of Art. 80 of this Code (Revised Penal Code).
Paragraph 3: Any person having an age of 9 years old and below.
Suggested Reading:
1. People of the Philippines vs. Morales, G.R.No. 148518, April 15, 2004.

Note: In connection to paragraph and 3, Republic 9344 otherwise known as Juvenile Justice
and Welfare Act of 2006, as amended by Republic Act 10630, raised the criminal exemption
from 9 to 15 years old. In addition, a person of this age is totally exempted, whether he/she
acted with or without discernment during the commission of crime.
Why raise the age of criminal exemption from 9 to 15 years old?
Fifteen (15) years old is within the stage of adolescence the transition age which is
characterized by curiosity, tryouts, and identity crisis. These circumstances expose them to
risky and delinquent behavior. At this age, children are not yet emotionally stable and their
social judgment has not yet matured.
END OF MODULE 1

IV. ASSESSMENT/ REFLECTIVE THINKING:

 Activities and assignments related to this topic will be posted Group chat in a
separate file.
V. AGREEMENT:
 Assignment should be in a handwritten form. The student must write his/her
answers in a clean yellow paper with his/her name and signature on the upper
right portion of the paper.
 After that, the student will submit the assignment on the assigned face to face
class schedule.
 The student must submit the activity on the day indicated.
VI. REFERENCES:
 Ticao, C. J. (2004). Introduction to psychology. UP Open University
Publishing.
 Questia. Trusted Online Research. Retrieved from https://www.
questia.com/library/psy-chology/other-types-of-psychology/ human-
development. 6/13/18.
 Burger, J. (2000). Personality (5 ed.). Wadsworth Thomson Learning.
 Psychoanalytic Theory. Retrieved from http://slideplayer.com/
slide/7082718/24/images/6/Psychoanalytic+Theory%E2%
80%99s+Core+Ideas+Personality+Structure.jpg. 6/10/18.
 Hjelle, L. A. & Ziegler, D. J. (1992). Personality theories (3rd ed.). McGraw-
hill, Inc.
 Rathus, S. (1991). Essentials of psychology (3d ed.). Holt, Rinehart and
Winston, Inc.
 Farooq. U. (2015). Sigmund Freud psychosexual theory of personality
development. Retrieved from http://www. studylecturenotes.com/basics-of so-
ciology/sigmund-freud psychosexual-theory-of-personality develop-ment.
6/25/18.
 Wade, C., et. al. (2003). Canadian edition. Pearson Prentice Hall.
 Allport, G. (1937). Personality: A psychological interpretation. New York: H.
Holt and. Company.
 King, L. (2008). The science of psychology: An appreciative view. McGraw-
Hill Publishing House.
 Eysenck, H. (1966). Personality Paul, USA: West Publishing Company. and
experimental psychology. Bulletin of the British Psychological Society. (1)
 Holman, J. & Quinn, J. (1992). Criminology: Applying theory. St


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CRIMINOLOGY 3 Module 1 Barbarona

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Subject: CRIMINOLOGY 3

Description: Human Behavior and Victimology

OVERVIEW ON HUMAN DEVELOPMENT

 Definition of Behavior  Kinds of Trait by Allport

II. LEARNING OUTCOMES:

a) understand the concept of human development, abnormal and criminal

Trinidad Municipal College

What is Human Behavior

a. beliefs, f. culture, k. motivation,

What is Human Development?

Trinidad Municipal College

Theories of Child (Human) Development

I. Psychoanalytic Theory (Sigmund Freud)

The Structure of Personality (Tripartite Personality)

The structure of personality, according to Sigmund Freud, is made up of three major

3. Superego (Conscience of Man)

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FIGURE 1. FREUD’S Personality Structure and Level of Awareness

Levels of Awareness (Topographical Model by Sigmund Freud)

1. The Conscious Level

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Freud's Model of Personality Development (Psychosexual Stages)

1. Oral Stage (0-18 Months)

2. Anal Stage (18 Months-3 Years)

3. Phallic Stage (3-6 years)

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4. Latency Stage (6-11 Years)

5. Genital Stage (11 Years on)

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II. Trait Theory

Kinds of Trait by Allport

Kinds of Trait by Goldberg (Big Five or Five Factor Theory)

1. Extraversion - This dimension contrasts such traits as sociable, outgoing, talkative,

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5. Openness to Experience - This factor contrasts individuals who are imaginative,

Personality Trait by Eysenck

Four Types of Temperament

Psychological Studies in Relation to Crime and Delinquency

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2. Cyril Burt (Young Delinquent, 1925)

3. William Healy (Individual Delinquency, 1916)

B. Psychosocial Theory of Development (Erik Erikson)

FIGURE 2 – Erikson’s Stages of Human Development

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C. Cognitive Development Theory (Jean Piaget)

Table 2. Piaget's 4 Stages of Cognitive Development.

D. Socio-Cultural Theory (Lev Vygotzky)

Social Development Theory argues that social interaction precedes development;

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Applications of the Vygotsky's Social Development Theory

FIGURE 3. Social Development Theory (Model 1)

FIGURE 4. Social Development Theory (Model 2)

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E. Bio Ecological Theory (Urie Bronfenbrenner)

The Five Environmental Systems

1. The Micro System

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FIGURE 5. Bio ecological Model

F. Moral Development (Lawrence Kohlberg)

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Levels of Moral Development

Stage 1: Punishment - Obedience Orientation

Stage 2: Instrumental Relativist Orientation