"Molding Minds, Shaping Future": College of Public Safety

QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino
COLLEGE OF PUBLIC SAFETY
Human Behavior and Victimology

Week 3 - 5
MENTAL HEALTH AND MENTAL ILLNESS
DISCUSSION:
It is difficult to define mental health and mental illness because these
concepts are for the most part culturally-determined and are defined differently
in different parts of the world. Behavior that might be considered as abnormal
or mentally-sick in one culture may be accepted and encouraged in another
culture. Generally, however, when a person’s behavior is adaptive to his
environment, we say that he is healthy, and when his behavior is maladaptive,
we say he is ill.
EVALUATION TO ONE’S INDIVIDUAL MENTAL STATUS
1. Attitude toward the individual self

 This involves aspects related to a person’s self-awareness,
acceptance, confidence, level of self-esteem, sense of personal
identification in relation to role, groups, other people, sex,
vocation, strengths and weakness, etc.
2. Growth, Development, Self-actualization

 What a person does with her abilities and potentialities are
considered important. Her involvement in outside interests and
relationships, concerns with an occupation or ideas, and her goals
in life are considered.
3. Integrative Capacity
 Psychoanalyst views this concept as a balance of the psychic forces
– the ID, EGO, and SUPEREGO. The core of this concept is the
utilization of all processes and attributes in a person for the
unification of personal functioning and also the ability to tolerate
anxiety and frustration in stressful situation.
4. Autonomous Behavior
 The individual’s ability to make his own decisions and react
according to his own convictions regardless of outside
environmental pressures, and acceptance of responsibility for his
own actions.
5. Perception of Reality
6. Mastery of One’s Environment – The ability to adapt, adjust, and

behave appropriately in situations and in accordance with culturally
approved standards so that satisfactions are achieved in love, work, play
and interpersonal relations.
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VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
“Molding Minds, Shaping Future”

DIFFUN CAMPUS
PERSONALITY – Totality of a person.
 Sigmund Freud (Father of Psychoanalysis), revolutionized the

thinking of profession on mental illness, personality development
or personality disorders with his psychoanalytic theories. He
postulated that the mind consists roughly of three overlapping
divisions.
1. The conscious is that part of the mind which is immediately focused in
awareness.
2. The pre-conscious is that the part of the mind which can be recalled
and brought to awareness at will.
3. The unconscious is the reservoir of memories, experience and emotions

that can be recalled. They are out of the individual’s awareness.
THREE COMPONENTS OF PERSONALITY
1. ID (pleasure principle)
 The unconscious part of the personality which serves as the
reservoir of the primitive and biological drives and urges. It is that
part of the personality with which we are born. ID is the
animalistic self.
Libido
 Pleasure principle; instinctual craving, especially sexual.
2. Ego
 The mediator between the ID and the superego.
 It refers to the developing awareness of self or the “I”. It is also
known as the integrator of the personality; the part that interacts
with the outside world, partly conscious and partly unconscious.
As the ego develops, the reality principle supersedes or operates in
concert with the pleasure principle in guiding the behavior. The
adaptive functions of the ego are the defenses against anxiety.
3. Superego
 The socialized component of the personality. It is the authoritative
or parental direction which becomes incorporated into the
personality as the censoring force or “conscience”. It begins
primarily by accepting early in life of the standards of the persons
who are most important to the child, and it is first evident when
the child feels within himself that his behavior is right or wrong. If
the ego contemplates violation of the superego’s code, anxiety
results; if the person acts on the contemplated violation despite
the anxiety, guilt feelings result. A very strict superego usually
leads to the development of a rigid, compulsive, unhappy person.
A week defective superego permits a person to express hostile and
anti-social striving without anxiety or guilt.
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OEDIPUS COMPLEX
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 Stage when young boys experience rivalry with their father for their
mother’s attention and affection. The father is viewed as a sex
rival. This conflict is resolved by the boy’s repression of his feelings
for his mother.
ELECTRA COMPLEX
 The stage when a girl sees her mother as a rival for her father’s
attention.
Note: Both attachment to the mother and father, the Electra complex is
gradually replaced by a strengthened identification with the mother.
STAGES OF HUMAN DEVELOPMENT
There are four primary theories of child development:

Psychoanalytic, Learning, Cognitive, and Socio cultural. Each offers
insights into the forces guiding childhood growth. Each also has limitations,
which is why many developmental scientists use more than one theory to guide
their thinking about the growth of children.
A. PSYCHOANALYTIC THEORY
At the end of the 19th century, Austrian physician Sigmund Freud

developed the theory and techniques of psychoanalysis; it formed the basis for
several later psychoanalytic theories of human development. Psychoanalytic
theories share an emphasis on personality development and early childhood
experiences. In the psychoanalytic view, early experiences shape one’s
personality for an entire lifetime, and psychological problems in adulthood may
have their origins in difficult or traumatic childhood experiences.
In addition, psychoanalytic theories emphasize the role of unconscious,

instinctual drives in personality development. Some of these drives are sexual
or aggressive in quality, and their unacceptability to the conscious mind
causes them to be repressed in the unconscious mind. Here, they continue to
exert a powerful influence on an individual’s behavior, often without his or her
awareness.
ACCORDING TO FREUD, CHILD DEVELOPMENT CONSISTS OF FIVE

PSYCHOSEXUAL STAGES AS FOLLOWS:
1. oral stage
 From birth to age 1, the mouth, tongue, and gums are the focus of
sensual pleasure, and the baby develops an emotional attachment
to the person providing these satisfactions (primarily through
feeling).
2. anal stage
 From ages 1to3, children focus on pleasures associated with
control and self-control, primarily with respect to defecation and
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toilet training.
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3. phallic stage
 From ages 3 to 6, children derive pleasure from genital
stimulation. They are also interested in the physical differences
between the sexes and identify with their same-sex parent.
4. latency phase
 From ages 7 to 11, is when sensual motives subside and
psychological energy is channeled into conventional activities, such
as schoolwork.
5. genital stage
 From adolescence through adulthood, individuals develop mature
sexual interests.
An American psychoanalyst, Erik Erikson, proposed a related series of

psychosocial stages of personality growth that more strongly emphasizes social
influences within the family. Erikson’s eight stages span the entire life course,
and, contrary to Freud’s stages, each involves a conflict in the social world with
two possible outcomes. In infancy, for example, the conflict is “trust vs.
mistrust” based on whether the baby is confident that others will provide
nurturance and care. In adolescence, “identity vs. role confusion” defines the
teenager’s search for self-understanding. Erikson’s theory thus emphasizes the
interaction of internal psychological growth and the support of the social world.
Psychoanalytic theories offer a rich portrayal of personality growth that

emphasizes the complex emotion ---- and sometimes irrational---- forces within
each person. These theories are hard to prove or disprove however, because
they are based on unconscious processes inaccessible to scientific
experimentation.
B. LEARNING THEORIES
One kind of learning occurs when a child’s actions are followed by a

reward or punishment. A reward, also called reinforcement, increases the
probability that behavior will be repeated. For example, a young child may
regularly draw pictures because she receives praise from her parents after
completing each one. A punishment decreases the probability that behavior will
be repeated. For example, a child who touches a hot stove and burns his
fingertips is not likely to touch the stove again. American psychologist B.F.
Skinner devoted his career to explaining how human behavior is affected by its
consequences----a process he called operant conditioning- and to describing
the positive and constructive ways that reinforcement and punishment can be
used to guide children’s behavior.
Another kind of learning, classical conditioning occurs when a person

makes a mental association between two events or stimuli. When conditioning
has occurred, merely encountering the first stimulus produces a response once
associated only with the second stimulus. For example, babies begin sucking
when they are put in a familiar nursing posture, children fear dogs whose
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barking has startled them in the past, and students cringe at the sound of
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school bells that signal that they are tardy. Classical conditioning was first
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studied by Russian physiologist Ivan Pavlov in the early 1900s and later by
American psychologist John B. Watson.
A third kind of learning consists of imitating the behavior of others. A boy

may acquire his father’s style of talking, his mother’s tendency to roll her eyes,
and his favorite basketball player’s move on the court. In doing so, he also
acquires expectations about the consequences of these behaviors. This type of
learning has been studied extensively by American psychologist Albert
Bandura. His social learning theory emphasizes how learning through
observation and imitation affects behavior and thought.
Learning theories provide extremely useful ways of understanding how

development changes in behavior and thinking occur and, for some children,
why behavior problems arise. These theories can be studied scientifically and
practically applied. Critics point out, however, that because of their emphasis
on the guidance of the social environment, learning theorists sometimes
neglect children’s active role on their own understanding and development.
C. COGNITIVE THEORIES
Understanding how children think is crucial to understanding their

development because children’s perceptions of life events often determine how
these events affect them. For example, a five-year old who believes that her
parent’s marital problems are her fault is affected much differently than an
adolescent who has a better understanding of marriage and relationships.
Cognitive theorists focus on the development of thinking and reasoning as the
key to understanding childhood growth.
The best-known theory of cognitive development was developed by Swiss

psychologist Jean Piaget, who became interested on how children think and
construct their own knowledge. Based on his studies and observations, Piaget
theorized that children proceed through four distinct stages of cognitive
development: the sensorimotor stage, the preoperational stage, the concrete-
operational stage, and the formal-operational stage.
During the sensorimotor stage, which lasts from birth to about age 2,
understanding is based on immediate sensory experience and actions. Thought
is very practical but lacking in mental concepts or ideas. In the preoperational
stage, which spans the preschool years (about ages 2 to 6), children’s
understanding becomes more conceptual. Thinking involves mental concepts
that are independent of immediate experience, and language enables children
to think about unseen events, such as thoughts and feelings. The young child’s
reasoning is intuitive and subjective. During the concrete-operational stage,
from about 7 to 11 years of age, children engage in objective, logical mental
processes that make them more careful, systematic thinkers. Around age 12
children attain the formal-operational stage, when they think about abstract
ideas, such as ethics and justice. They can also reason about hypothetical
possibilities and deduce new concepts.
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Information-processing theories are based on similarities between the

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human mind and a computer, both of which are high-speed information-
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processing devices. These theories describe cognitive growth as the gradual

acquisition of more sophisticated strategies for organizing information, solving
problems, storing and retrieving knowledge, and evaluating solutions. Like
Piaget, information-processing theorists believe that children acquire these
skills through their everyday efforts to understand and master intellectual
challenges.
Cognitive theories provide insights into how a child’s mental processes

underlie many aspects of his or her development. However, critics argue that
Piaget underestimated the sophistication of the cognitive abilities of young
children. Information-processing theorists have also been faulted for portraying
children as little computers rather than as inventive, creative thinkers.
D. SOCIO CULTURAL THEORY
Many development scientists believe that children do not proceed

through universal stages or processes of development. To sociocultural
theorists, children’s growth is deeply guided by the values, goals, and
expectations of their culture. In this perspective, children acquire skills valued
by their culture----such as reading, managing crops, or using an abacus---
through the guidance and support of older people. Thus, development abilities
may differ for children societies, and development cannot be separated from its
cultural context.
One of the pioneers of sociocultural theory was Russian psychologist Lev

Vygotsky, whose writings in the 1920s and 1930s emphasized how children’s
interaction with adults contributes to the development of skills. According to
Vygotsky, sensitive adults are aware of a child’s readiness for new challenges,
and they structure appropriate activities to help the child develop new skills.
Adults act as mentors and teachers, leading the child into the zone of proximal
development---Vygotsky’s term for the range of skills that the child cannot
perform unaided but can master with the child or measuring cooking
ingredients together, filling in the numbers that the child cannot remember. As
children participate in such experiences daily with parents, teachers, and
others, they gradually learn the cultures’ practices, skills, and values.
Sociocultural theory highlights how children incorporate culture into

their reasoning, social interaction, and self-understanding. It also explains why
children growing up in different societies are likely to have significantly
different skills. Theorists like Vygotsky are sometimes criticized however, for
neglecting the influence of biological maturation, which guides childhood
growth independently of culture.
FRANK GILLIAND (Psychologist) – He proposed the following five determinant

of one’s personality:
1. intelligence
2. aggressive or forceful
3. sociability
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4. personal appearance
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5. morality
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KRESTSCHEMER (German Psychiatrist) – identified two individual personality

types:
The Pyknic and Asthenic
1. Pyknic – they have broad head, long trunk, short legs, narrow shoulders,
broad hips and much flesh; with violent emotion…. When carried to
extreme manifest depressive psychosis.
MANIC DEPRESSIVE REACTION
This disorder, also called an effective reaction, is characterized by

two phases: mania and depression.
The manic phase may be mild and bring elation and a general
stepping up of all kinds of activity. The patient tends to talk endlessly
and in unassociative rather than logical way. If the disorder is more
severe, he may act bizarrely; he may do a whirlwind of activity and
become so excited and agitated that he foregoes food and sleep and ends
in a state of total collapse.
In a mild depressive phase, the individual feels dull and in

melancholy, his confidence begins to drain away, and he becomes easily
fatigued by daily routines. When the depressive phase is more severe, the
patient starts to retreat from reality, gradually entering into a state of
withdrawal that is very much like a stupor. At this point, he hardly
moves or speaks. He may be unable to sleep. Eventually, he begins to
question his value as a human being and is crushed by feelings of guilt.
He may refuse to eat. Symptoms may progress to a point where an
attempt of suicide is a real possibility.
Stupor – the condition of the body in which the senses and

faculties are suspended or greatly dulled, as by drugs or intoxicants.
He is easily irritated and angered and becomes abusive whenever

his desires are blocked… in which moods of wild, energetic and
grandiose (showy) elation are succeeded by periods of profound
depression and inactivity…. The most extreme manifestations are in the
manic phase, violence against others and in the depressive, suicide….
The current term is derived from folic maniaco-melancholique
(melancholic) – morbidly gloomy; sad; dejected; suggesting or promoting
sadness; low spirit.
2. Asthenic – they have long head, short trunk, long legs, narrow hips and
shoulders and very little fat; they have the tendency to develop seclusive
personality patterns that may result to dementia praecox or
schizophrenia.
ALFRED ADLER (FOUNDER OF INDIVIDUAL PSYCHOLOGY)

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He coined the term “inferiority complex” to describe the conflict, partly

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overcome the distress accompanying inferiority complex feelings. Thus the

person who has strong feelings of inferiority may behave in a superior way or
develop some special skill to compensate for the supposed inadequacy.
He supported the thesis that all behavior is goal-directed; specific

personal goal of the individual and his methods of trying to achieve that goal
constituted the individual’s “life style”. Change in a life style that has resulted
in maladaptation could be accomplished by changing the life goal.
CARL GUSTAV JUNG (identified four functions of personality):
1. Sensation – represents the concern with the here and now.

2. Intuition – represent the concerns with those things have been or will
be.
3. Feeling – being concerned with a sense of values
4. Thinking – concerned with things in the abstract
Note: All functions must be in balance for healthy life.
JUNG, a Swiss psychologist identified the Theory of Personality types:
1. Extrovert – persons who are friendly, flexible and adaptable, happy

working with others, free from worries, and outgoing.
2. Introvert – inclined to worry, reserved, lacking in flexibility, self-centered
or self-interested person.
3. Ambivert – in between extrovert and introvert.
KAREN HORNEY
She developed a school of thought that utilizes the process of adaptation

of life situations as an explanation for personality development. She believed
that the prime motivating factor is the need for security, which is not
universal factor but one that operates when security is threatened.
HARRY STACK SULLIVAN
He introduced that individual’s self-image; self-concept or “self-

dynamism” organizes behavior. The self-concept is built into the individual as a
result of his experience with significant other persons in his environment and
as a result of their reflected appraisals.
His theory emphasizes social factors as extremely significant for

personality development, especially interpersonal relationships and the self-
concept in relation to them. He coined the term “acculturation”.
ERICK FROMM
He believed that the major need of a man is to find meaning of life

through the use of his own powers. The basic human conflict lies between the
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security given by the rigid social mores and the use of reasoned solutions to
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the problems of existence.
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ADOLF MEYER
Founder of Psychobiology (a study not only the person as a whole, or as a

unit but also as a whole man) and greatly influenced American psychiatry. He
emphasized the importance of considering the total individual from all points of
view biologically, psychologically and socially. This approach is sometimes
called holism or the holistic approach.
SHELDON – identifies the somatotypes in relation to personality:
1. Ectomorph – identified as fragile and thin.

2. Endomorph – identified as soft-rounded and fat.
3. Mesomorph - identified as medium-built.
ERIK ERIKSON
A psychoanalytical theorist identified eight (8) development stages

throughout the whole life cycle. In his view, for each stage of development some
kind of psychological and social (psycho-social) crisis is likely to occur.
If a person is provided with a social and psychological environment that

is conductive to development, he will be able to deal adequately with the crisis
and problems at each stage. If he fails to develop the strength and skills needed
at each stage, he will subsequently find difficulty in dealing with psycho-social
crises in the succeeding stages of development.
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QUIRINO STATE UNIVERSITY

COLLEGE OF PUBLIC SAFETY

Human Behavior and Victimology

EVALUATION TO ONE’S INDIVIDUAL MENTAL STATUS

1. Attitude toward the individual self

2. Growth, Development, Self-actualization

6. Mastery of One’s Environment – The ability to adapt, adjust, and