CHAPTER 1 Human Behavior

CRS3
Human Behavior and Victimology

COURSE DESCRIPTION
The course covers the study on human behavior

with emphasis on the concept of human
development and abnormal behavior. It includes the
strategies and approaches for handling different
kinds of abnormal behavior in relation to law
enforcement and criminal proceedings.
COURSE DESCRIPTION
It also includes the study of victimization, the role

of community and techniques in assisting offenders
reintegration and victim recovery.
LEARNING OBJECTIVES
At the end of this chapter, the student will be able to:
1.Identify and understand different theories on human

development;
2.Understand how stages of personality development, from
infancy to adulthood or old age, affects a person’s ability to
adapt to changes and his/her environment;
LEARNING OBJECTIVES
3.Explain how these stages can either make or break a person’s

motivation and ability to react to certain situations;
4.Understand human behavior in Psychology and other
behavioral sciences;
LEARNING OBJECTIVES
5.Identify the factors that affect human behavior;

6.Explain the classifications and basic types of human
behavior; and
7.Understand the personality dimensions and psychological
explanations for human behavior.
What is Human Development?
HUMAN DEVELOPMENT
is a process in which a progressive series of changes

occurs as a result of maturation and experience.
HUMAN DEVELOPMENT
According to Newman and Newman (2015), human
development emphasizes the patterns of “constancy and
changes across the life span” and identifies the processes
that account for such patterns. They argue that development
implies a process that happens over time and has a specific
direction.
DEVELOPMENTAL CHANGES
The goal of developmental changes is to enable people to
adapt to the environment in which they live, through a
process called self-realization or self- actualization
(DeRobertis, 2008.)
SIGNIFICANT FACTS ABOUT
DEVELOPMENT
 Early foundations are critical.
 Roles of maturation and learning in development.
 Development follows a definite and predictable pattern.
 All individuals are different.
 Each phase of development has a characteristic behavior.
SIGNIFICANT FACTS ABOUT
DEVELOPMENT
 Each phase of development has hazards.
 Development is aided by stimulation.
 Development is affected by cultural changes.
 There are social expectations for every stage of
development.
 There are common traditional beliefs about people of all
ages.
PSYCHOLOGICAL THEORIES ON
HUMAN BEHAVIOR
Psychoanalytic Theories
 Freud’s Theory of Psychosexual Development
 Erickson’s Theory of Psychosocial Development
FREUD’S THEORY OF
PSYCHOSEXUAL DEVELOPMENT
This controversial theory describes the process by which

human personality is developed throughout one’s childhood.
This theory explained human behavioral development in
terms of a series of so-called “psychosexual stages”.
STAGES OF
1. Oral Stage
2. Anal Stage
3. Phallic Stage
4. Latency Stage
5. Genital Stage
STAGES OF
1. Oral Stage (Birth to 18 months)

- an infant main source of interaction occurs through the
mouth, and as such, rooting and sucking are especially
important in this stage. (e.g. feeding the child)
STAGES OF
2. Anal Stage (18 months to 3 years)

- a child becomes aware of correct bowel control and
experiences pleasure in eliminating or retaining feces. Some
parents praise and reward children who show correct
behavior in this sense. These children eventually grow up to
become productive and confident.
STAGES OF
3. Phallic Stage (3 to 6 years)

- mainly characterized by a child’s focus on sexual
interest, stimulation and excitement in relation to genital
area. According to Freud, the patterns of identification
arising from this stage primarily determine the development
of human character.
STAGES OF
4. Latency Stage (5 or 6 years to puberty)

- begins around the same time when children enter school
and become more focused on their peer relationship,
personal interests, and hobbies, along with greater social
exposure.
STAGES OF
5. Genital Stage (Puberty to Adulthood)

- physiological maturation of systems of sexual
functioning and associated hormonal systems, thus leading
to intensified drives and impulses.
ERIKSON’S THEORY OF
PSYCHOSOCIAL DEVELOPMENT
This describes the influence of social experience on our

development across across the whole human lifespan. A
major element of this theory is the “ego identity” which is
the “conscious sense of self that we develop through social
interaction”.
STAGES IN THE HUMAN LIFESPAN
1. Prenatal Period 6. Puberty of Preadolescence

2. Infancy 7. Adolescence
3. Babyhood 8. Early Adulthood
4. Early Childhood 9. Middle Age
5. Late Childhood 10. Old Age or Senescence
1. Prenatal Period
This begins at conception and ends at birth. It occurs
within about 270 to 280 days or nine calendar months.
2. Infancy
This occurs from birth to the end of the second week. It is
the shortest of all developmental period and is considered a
time of extreme adjustments.
3. Babyhood
This occurs from the end of the second week until the end
of a child’s second year. This period is also a time of
increased individuality, decreasing dependency, and rapid
growth and change, making it a hazardous period as well.
4. Early Childhood
This period lasts from 2 to 6 years, and considered by
many parents as a problematic or troublesome age.
5. Late Childhood
This period occurs from 6 to 10 or 12 years or the so-
called elementary years.
6. Puberty or Adolescence
This period lasts from 12 to 13 or 14 years. It is a short,
overlapping period that is subdivided into several stages,
namely, prepubescent, pubescent and post-pubescent stages.
6. Puberty or Adolescence
This period lasts from 12 to 13 or 14 years. It is a short,
overlapping period that is subdivided into several stages,
namely, prepubescent, pubescent and post-pubescent stages.
7. Adolescence
This period occurs from 13 or 14 to 18 years. It is an
important transitional period that is characterized by
significant change.
8. Early Adulthood
This period lasts from 18 to 40 years. This is the
productive age, a period of dependency for most, and a
period of emotional tension or even social isolation.
9. Middle Age
This period occurs from 40 to 60 years. Many people
dread this stage because it is a time of stress and transition.
10. Old Age or Senescence

This period lasts from 60 years to one’s death. This is
considered a period of decline, during which people are
judged by different criteria based on prevalent stereotypes of
old people.
DEVELOPMENTAL TASKS
This serve as guidelines that enable individual to know

what society expects of them at any given age. Such tasks
motivate individuals to do what their respective social
groups expect them to do at certain ages during their lives.
DEVELOPMENTAL TASKS DURING
EACH STAGE OF THE LIFESPAN
1. Babyhood and Early Childhood

 Learning to take solid foods
 Learning to walk and talk
 Learning to control the elimination of body waste
 Learning sex differences and sexual modesty
 Getting ready to read
 Learning to distinguish between right and wrong and
beginning to develop a conscience
2. Late Childhood
 Learning physical skills that are necessary for ordinary games
 Building a wholesome attitude towards one’s self as a growing
individual
 Learning to get along with peers with the same age
 Beginning to develop appropriate social roles depending on
one’s gender
 Developing fundamental skills in reading, writing and
calculating
2. Late Childhood
 Developing concepts and skills that are necessary for everyday
living
 Developing a conscience, a sense of morality, and a scales of
values
 Developing attitudes towards social groups and institutions
 Achieving personal independence
3. Adolescence
 Achieving new and more mature relations with peers from
both sexes
 Achieving masculine or feminine social roles
 Accepting one’s physique and using one’s body effectively
 Desiring, accepting, and achieving socially responsible
behaviors
3. Adolescence
 Achieving emotional independence from parents and other
adults
 Preparing for an economic career
 Preparing for marriage and family life
 Acquiring a set of values and an ethical system as a guide to
one’s behavior
 Acquiring beliefs and a set of ideologies
4. Early Adulthood
 Getting started in an occupation
 Selecting a partner
 Learning to live with a marriage partner
 Starting a family
 Rearing children
4. Early Adulthood
 Managing a home
 Taking on civic responsibilities
 Finding a social group with whom one shares the same
interests
5. Middle Age
 Achieving adult civic and social responsibilities
 Assisting teenage children to become responsible and happy
adults
 Developing adult leisure-time activities
 Relating to one’s self to one’s spouse as a person
5. Middle Age
 Accepting an adjusting to physiological changes of middle age
 Reaching and maintaining a satisfactory performance in one’s
occupation and career
 Adjusting to aging parents
6. Old Age
 Adjusting to decreasing physical health
 Adjusting to retirement and reduced income
 Adjusting to the death of a spouse
 Establishing an explicit affiliation with members of one’s peer
group
6. Old Age
 Establishing a satisfactory and safe physical living
arrangement
 Adopting to changing or reduced social roles in a flexible way
FACTORS INFLUENCING THE MASTERY
OF DEVELOPMENTAL TASKS
 Handicaps to Mastery
 Aids to Mastery
Handicaps to Mastery
 A retarded developmental level
 Lack of opportunities to learn the developmental tasks or lack
of guidance in their mastery
 Lack of motivation
 Poor health condition
 Physical defects
 A low intellectual level
Aids to Mastery
 A normal or accelerated developmental level
 Opportunities to learn the developmental tasks and receiving
guidance in mastering them
 Strong motivation to learn and improve
 Good health and the absence of sickness
 A high level of intelligence
 A sense of creativity
What is Human Behavior?
HUMAN BEHAVIOR
 It is the voluntary or involuntary attitude a person adopts
in order to fit society’s idea of right or wrong.
 It is partly determined by heredity and environment, and
modified through learning.
 It is also the way human beings act.
HUMAN BEHAVIOR IN PSYCHOLOGY
AND OTHER BEHAVIORAL SCIENCES
 It is regarded as any activity of a person.

STUDY OF HUMAN BEHAVIOR
EXAMPLE:
 A person might shout at someone who has insulted him
or her.
This response probably results from more than just the
insult. It may be caused partly by being tired or hungry or
by having been hurt by someone similar to the person now
doing the insulting.
SCIENTISTS
 Most of them seek to isolate single causes although
behavior has many causes, hence, this makes the
scientific study of human behavior hard.
RESEARCHERS IN PSYCHOLOGY
 Many of them use controlled experiments in which they
can examine the effect of one factor at a time on a
particular kind of human behavior.
INVESTIGATORS
 Some of them design experiments to test the behavioral
effects of several factors in various combinations.
OTHER RESEARCHERS
 They study human behavior in the real world by
observing people go about their daily activities.
PSYCHOLOGISTS
 They study individuals or small groups of people in
controlled games or tasks to understand many aspects of
human behavior, including the reasons for people’s
feelings, thoughts, and motives. These studies help
establish principles that can be used to explain, predict,
and modify behavior.
EDUCATIONAL RESEARCHERS
 They study how people behave in the classroom.
BEHAVIORAL RESEARCH IN SOCIOLOGY

 It focuses mainly on the behavior of people in large
groups and social institutions, such as businesses,
churches, governments, and hospitals.
ANTHROPOLOGIST
 They may live in an isolated community to study the
behavior patterns of a whole group.
Scientists from different fields carry out joint studies of
specific problems on human behavior.
EXAMPLE:
 Many psychologists, educational researchers, sociologists
and anthropologists are connected with the ways human
behavior is connected to physical illnesses. Scientists
work together to learn why people adopt harmful
behavior patterns such as smoking and drinking.
VIEWPOINTS IN THE STUDY
OF HUMAN BEHAVIOR
1. Neurological
2. Behavioral
3. Cognitive
4. Psychoanalytical
5. Humanistic
OF HUMAN BEHAVIOR
1. Neurological
 Emphasizes human actions in relation to events
taking place inside the body, especially the brain
and the nervous system.
OF HUMAN BEHAVIOR
2. Behavioral
 Focuses on external activities that can be observed
and measured.
OF HUMAN BEHAVIOR
3. Cognitive
 Is concerned with the way the brain processes and
transforms information in various ways.
OF HUMAN BEHAVIOR
4. Psychoanalytical
 Emphasizes unconscious motives stemming from
repressed sexual and aggressive impulses in
childhood.
OF HUMAN BEHAVIOR
5. Humanistic
 Focuses on the subject’s experience, freedom of
choice and motivation toward self-actualization.
FACTORS THAT AFFECT
HUMAN BEHAVIOR
1. Heredity
2. Environment
3. Learning
FACTORS THAT AFFECT
HUMAN BEHAVIOR
1. Heredity
 It is determined by genes.
 Genes
 These are segments of cell structures called
chromosomes by which parents pass on traits to their
offspring.
 These are composed of chemical substances that give
the offspring a tendency toward certain physical and
behavioral qualities.
FACTORS THAT AFFECT
HUMAN BEHAVIOR
1. Heredity
EXAMPLE:
 A person might inherit genes to become an
excellent pianist. But the person may never learn to
play a piano well without early training and a piano
on which to practice.
FACTORS THAT AFFECT
HUMAN BEHAVIOR
1. Heredity
In a way, genetic and environmental influences are
intertwined in a person’s behavioral development.
Most scientists agree that genes influence several
intelligence and special aptitudes in athletics,
mathematics, music, and science. But heredity is not
the only factor involved in producing these
characteristics.
FACTORS THAT AFFECT
HUMAN BEHAVIOR
2. Environment
 It consists of the conditions and factors that
surround and influence an individual.
 It can cause certain behavior patterns.
FACTORS THAT AFFECT
HUMAN BEHAVIOR
2. Environment
EXAMPLE:
 Unfamiliar surroundings may arouse curiosity or
fear, depending on the circumstances.
FACTORS THAT AFFECT
HUMAN BEHAVIOR
2. Environment
 Intermediate Level of Arousal
 It tends to have the most favorable effect on
behavior.
 Extremely High or Low Levels

 It may have a negative effect.
FACTORS THAT AFFECT
HUMAN BEHAVIOR
2. Environment
 Slight Feeling of Anxiety
 It might affect the student’s performance in a
test.
 Extremely Anxiety
 It could result in poor performance.
FACTORS THAT AFFECT
HUMAN BEHAVIOR
3. Learning
 It is the process by which behavior changes as a
result of experience or practice.
 It takes place constantly because people are always
being given new problems to solve or are being
shown new ways of doing things.
FACTORS THAT AFFECT
HUMAN BEHAVIOR
3. Learning
EXAMPLE:
 A person learns behavior through new environments
that provide ample examples of new behavior;
provide instruction or opportunity to practice new
behavior, and reward or punish new behavior.
CAUSES OF CONFLICTS
IN HUMAN BEHAVIOR
1. Physical Causes
2. Social Conflicts
3. Economic Conflicts
CAUSES OF CONFLICTS
IN HUMAN BEHAVIOR
1. Physical Causes
 It refers to natural causes like a typhoon, an
earthquake, a fire, a flood, a storm.
CAUSES OF CONFLICTS
IN HUMAN BEHAVIOR
2. Social Conflicts
 It involves restrictions or rules in the home, in
school, in the community. Many laws are intended
for public welfare, but they interfere with an
adolescent’s desires or interests.
CAUSES OF CONFLICTS
IN HUMAN BEHAVIOR
3. Economic Conflicts
 It results from one’s inability to acquire material
things because of poverty or other financial
obligations.
CLASSIFICATIONS
OF HUMAN BEHAVIOR
1. Voluntary
2. Involuntary
CLASSIFICATIONS
OF HUMAN BEHAVIOR
1. Voluntary
EXAMPLE:
 Speaking at a meeting
CLASSIFICATIONS
OF HUMAN BEHAVIOR
2. Involuntary
EXAMPLE:
 Breathing heavily after running
CIRCUMSTANCES WHERE BEHAVIOR
MIGHT BE HARD TO DISTINGUISH AS
VOLUNTARY OR INVOLUNTARY WHEN
EXAMINED CLOSELY
 Deciding to speak at a meeting

 It may in fact be determined by a person’s previous
experience in speaking and keeping quiet at
meetings.
CIRCUMSTANCES WHERE BEHAVIOR
MIGHT BE HARD TO DISTINGUISH AS
VOLUNTARY OR INVOLUNTARY WHEN
EXAMINED CLOSELY
 Breathing heavily after running

 People may breathe as heavily after running if they
have learned how to improve their endurance.
TWO BASIC TYPES
OF HUMAN BEHAVIOR
1. Inherited Behavior
2. Learned Behavior
TWO BASIC TYPES
OF HUMAN BEHAVIOR
 Also known as innate behavior.
 It refers to any behavioral response or reflex
exhibited by people due to their genetic endowment
or the process of natural selection.
TWO BASIC TYPES
OF HUMAN BEHAVIOR
 Survival of the Species
 It is contingent on behavior like breathing,
ingesting food, voiding waste, mating, and
defending oneself. These behaviors are modified
through adaptation as the environment acts on an
individual.
TWO BASIC TYPES
OF HUMAN BEHAVIOR
2. Learned Behavior
 Also known as operate behavior.
 It involves cognitive adaptation that enhances the
human being’s ability to cope with changes in the
environment and to manipulate the environment in
ways which improve the chances for survival, such
as verbal communication, logical-problem solving
techniques, job skills, etc.
TWO BASIC TYPES
OF HUMAN BEHAVIOR
2. Learned Behavior
 It gives people more control over their lives.
 The key to this behavior lies in its consequences for
the person and for the environment.
CONSIDERATIONS FOR
INHERITED BEHAVIOR
1. Physical Traits
2. Mental Traits
CONSIDERATIONS FOR
INHERITED BEHAVIOR
1. Physical Traits
 These traits are inherit by human from parents and
ancestors.
CONSIDERATIONS FOR
INHERITED BEHAVIOR
1. Physical Traits
 These are known to be hereditary in color and shape of
eyes, color and texture of hair, color or shade of skin,
size and shape of nose, quality of teeth, shape of lips,
size of ears, height, body build, shape of face, some
physical defects like extra fingers, fused digits, two-
jointed fingers and clubbed feet.
CONSIDERATIONS FOR
INHERITED BEHAVIOR
2. Mental Traits
Many scientists believe that level of intelligence
and special talents are inherited. Some mental defects like
feeble-mindedness, and some forms of insanity can be
traced to heredity. Other scientists however, believe that
environmental factors can cause such abnormalities.
CONSIDERATIONS FOR
INHERITED BEHAVIOR
2. Mental Traits
Both desirable and undesirable traits can be
inherited. Talents and abilities, like musical, literary,
mathematical and artistic abilities can be traced to several
generations in certain families. Inherited talents, however,
can only be developed to their fullest potential through
training, hard work, and practice.
CONSIDERATIONS FOR
LEARNED BEHAVIOR
1. Environment
2. Training
3. Efforts of the Will

CONSIDERATIONS FOR
LEARNED BEHAVIOR
1. Environment
 Social Environment
 It includes human beings who influence the
infant one way or another. Language, customs,
and many other aspects of culture are also
important influences.
CONSIDERATIONS FOR
LEARNED BEHAVIOR
1. Environment
 Psychologists
 They generally recognize that the social environment
is extremely important in shaping individual
behavior and personality which may help to develop
their different interests and attitudes while belonging
to different religious, political, social, recreational
and occupational groups.
CONSIDERATIONS FOR
LEARNED BEHAVIOR
2. Training
 It is closely related to environment and includes all
social, educational, cultural, moral and religious
agencies with which the child comes in contact.
 It is at home, in school, and in church from where
one can acquire most of the training.
CONSIDERATIONS FOR
LEARNED BEHAVIOR
3. Efforts of the Will
By means of the will, inherited capacities are
realized and intellectual opportunities are utilized.
 Will
 It is man’s capacity to direct and restrain thoughts,
actions and emotions.
PERSONALITY DIMENSIONS THAT
AFFECT HUMAN BEHAVIOR
1. Extraversion
2. Neuroticism
3. Psychoticism
1. Extraversion
 It dictates conditionability and is therefore the
principal factor in anti-social behavior.
 It represents a central nervous system tendency that
determines need for stimulation and excitement.
1. Extraversion
 Extraverts
 It is ranging from very high needs for stimulation
and excitement.
 Introverts
 It is the very low needs for stimulation and
excitement.
1. Extraversion
 Ambiverts
 This is the term where the majority of the
population, about 67%, falls somewhere between
the two extremes -- extraverts and introverts.
1. Extraversion
 Extravert Dimension
 It plays the greatest role in crime and
delinquency.
1. Extraversion
 Extraverts
 They do not only have high needs for
stimulation, but they also do not condition easily.
1. Extraversion
 Extraverts
 They frequently seek stimulation, excitement,
and thrills, all of which can get them in trouble;
they are also less able to make the connection
between anti-social conduct and avert
consequences.
1. Extraversion
 Introverts
 They condition readily and have less need for
thrills and excitement because they easily make
connections between behavior and consequence;
they are much less prone toward anti-social
conduct.
2. Neuroticism
 It reflects an innate biological predisposition to
react physiologically to stressful or upsetting
events.
 It represents emotionality.
 It is also known as emotional instability that acts
like an amplifier of an already existing habit, good
or bad.
2. Neuroticism
 It is most important in understanding some adult
criminals, less important in understanding
adolescents and even less, young children.
2. Neuroticism
 Persons with High Neuroticism
 They react intensely much longer to stress and
are generally moody, touchy, sensitive to slights,
and anxious or nervous.
2. Neuroticism
 Persons with Low Neuroticism
 They are emotionally stable, calm, and even-
tempered.
3. Psychoticism
 It is characterized by cold cruelty, social
insensitivity, disregard for danger, troublesome
behavior, dislike of others, and an attraction toward
the unusual.
3. Psychoticism
 It is hypothesized to be the link in crimes of
violence, and appears to be equally important across
all stages of development, from childhood, through
adolescence, to adulthood.
3. Psychoticism
 Individual with High Psychoticism
 They tend to be an impulsive, aggressive
individual without appreciable conscience or
concern for others.
3. Psychoticism
 Descriptors of Psychoticism
 They follow those of the classical “psychopath,”
or more commonly, the “sociopath.”
PSYCHOLOGICAL EXPLANATIONS
FOR HUMAN BEHAVIOR
1. The Mind and its Relationship to Crime
2. Psychiatric Approach
3. Personality Theory
4. Intelligence and Crime
5. Cognitive Development Theory
6. Behavior Theory
7. Learning Theory
FOR HUMAN BEHAVIOR
1. The Mind and its Relationship to Crime

Before the development of more scientific theories
on human behavior and mental illness, one of the
most popular explanations was demonology where
individuals were thought to be possessed by good or
evil spirits, which caused good or evil behavior.
FOR HUMAN BEHAVIOR
 Psychiatry
 It is the field of medicine that specializes in the
understanding, diagnosis, treatment, and prevention
of mental problems.
 It views each person as a unique personality who
can be understood only by a thorough case study.
FOR HUMAN BEHAVIOR
 Psychoanalysis
 It is a branch of psychiatry which employs a
particular personality theory and a specific
treatment method, usually an individual case
study.
FOR HUMAN BEHAVIOR
3. Personality Theory
 Emotional Conflict and Personality Deviation
 It characterizes many criminals, especially
habitual offenders, leading some theorists to
conclude that these deviations cause humans to
become criminals.
FOR HUMAN BEHAVIOR

 It is closely associated with the mental disorder
approach.
 It is argued that low intelligence causes crime.
FOR HUMAN BEHAVIOR
“Many people of lower intelligence in a family line
of criminals concluded that the human behavior
became criminal was caused by low intelligence.”
~ (Stated in the early studies of family histories)

FOR HUMAN BEHAVIOR

 Relationship between Crime and Intelligence
 It is a clear consistent link between criminality
and low intelligence.
FOR HUMAN BEHAVIOR
Low intelligence and crime appear together, and

low intelligence is the cause of crime.
FOR HUMAN BEHAVIOR

 Success in Life
 It is dictated and influenced by intelligence.
 It is also linked to human behavior, criminal
conduct, dependence on welfare, and economic
success.
FOR HUMAN BEHAVIOR

 Environment
 Other authorities considered this as a factor in
determining IQ and how it affects human
behavior.
FOR HUMAN BEHAVIOR
EXAMPLE:
 In dealing with the correlation between intelligence
and delinquency, it is being considered that the
higher the intelligence the less likelihood that
delinquent human behavior occurs.
FOR HUMAN BEHAVIOR

 This approach is based on the belief that the way in
which people organize their thoughts about rules
and laws results in either criminal l or non-criminal
behavior.
FOR HUMAN BEHAVIOR
 Psychologists
 They refer to this organization of thoughts as
moral reasoning.
 Legal Reasoning
 This is the term when moral reasoning is applied
to law.
FOR HUMAN BEHAVIOR

 Two Stages in Moral Reasoning:
1) The belief that rules are sacred and immutable,
and
2) The belief that rules are the products of humans
FOR HUMAN BEHAVIOR
Accordingly, humans leave the first stage in moral

reasoning at about the age of thirteen, and the second
stage in moral reasoning leads to more moral human
behavior than the first.
FOR HUMAN BEHAVIOR

 Criminal and Non-Criminal
 They are both related to cognitive development
and that people choose the behavior in which
they wish to engage.
FOR HUMAN BEHAVIOR
 Human Behavior-Criminal Conduct
 It exists because of the way people think and the
choices they make. Thus, either criminals must
be confined forever, or they must be taught how
to change their ways of thinking. The root causes
of crime…are thought and choice.
FOR HUMAN BEHAVIOR
6. Behavior Theory
 It is the basis for behavior modification, one approach
used in institutionalized and non-institutionalized
settings for changing behavior.
 It is concerned with observable behavior, in contrast to
the traditional psychoanalytic emphasis on deep,
underlying personality problems that must be
uncovered and treated.
FOR HUMAN BEHAVIOR
6. Behavior Theory
 It is based on the belief that it is not the unconscious
that is important but, rather, behavior that can be
observed and manipulated.
FOR HUMAN BEHAVIOR
7. Learning Theory
 It acknowledges that individuals have physiological
mechanisms that permit them to behave
aggressively.
FOR HUMAN BEHAVIOR
7. Learning Theory
 This theory differs from behavior theory in that the
latter emphasizes performance and reinforcement,
whereas learning theory emphasizes that learning
may be accomplished by using other people as
models; it is not necessary to engage in all the
behavior that people learn.
FOR HUMAN BEHAVIOR
7. Learning Theory
 Three types where human behavior is influenced
by consequences under learning theory:
1) External reinforcement, such as goods, money,
social status, and punishment-effective in
restraining behavior;
FOR HUMAN BEHAVIOR
7. Learning Theory
2) Vicarious reinforcement, for example, observing
the status of others whom one observes as being
reinforced for their behavior, and
FOR HUMAN BEHAVIOR
7. Learning Theory
3) Self-Regulatory mechanism, such as people
responding to their own actions in ways that bring
self-reward or self- punishment.
FOR HUMAN BEHAVIOR
7. Learning Theory
 It focus on the importance of the family, the sub-
culture, and the media.
 It have been combined with biological approaches
to explain human behavior, most particularly,
criminal conduct.
 This approach was based on the principles of
conditioning.
FOR HUMAN BEHAVIOR
7. Learning Theory
 Three tools use in the process of training:
1) Classical Conditioning
 It is a learned response to a stimulus.
2) Operant Conditioning
 It is based on a reaction after humans have
acted; it is the most powerful.
3) Modeling
FOR HUMAN BEHAVIOR
7. Learning Theory
 Criminality
 It can be understood in terms of conditioning
principles.
 Criminals
 They do not condition adequately to stimuli that
society deems should be incorporated into a
conscience.
FOR HUMAN BEHAVIOR
7. Learning Theory
 Conditioning
 It depends on the sensitivity of the inherited
autonomic nervous system as well as the quality of
conditioning that is received during the socialization
process.

CHAPTER 1 Human Behavior

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CHAPTER 1 Human Behavior

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CRS3

Human Behavior and Victimology

The course covers the study on human behavior

It also includes the study of victimization, the role

At the end of this chapter, the student will be able to:

1.Identify and understand different theories on human

At the end of this chapter, the student will be able to:

3.Explain how these stages can either make or break a person’s

At the end of this chapter, the student will be able to:

5.Identify the factors that affect human behavior;

is a process in which a progressive series of changes

This controversial theory describes the process by which

1. Oral Stage (Birth to 18 months)

2. Anal Stage (18 months to 3 years)

3. Phallic Stage (3 to 6 years)

4. Latency Stage (5 or 6 years to puberty)

5. Genital Stage (Puberty to Adulthood)

This describes the influence of social experience on our

1. Prenatal Period 6. Puberty of Preadolescence

10. Old Age or Senescence

This serve as guidelines that enable individual to know

1. Babyhood and Early Childhood

 It is regarded as any activity of a person.

BEHAVIORAL RESEARCH IN SOCIOLOGY

 Extremely High or Low Levels

 Deciding to speak at a meeting

 Breathing heavily after running

3. Efforts of the Will

1. The Mind and its Relationship to Crime

4. Intelligence and Crime

~ (Stated in the early studies of family histories)

4. Intelligence and Crime

4. Intelligence and Crime

Low intelligence and crime appear together, and

4. Intelligence and Crime

4. Intelligence and Crime

5. Cognitive Development Theory

5. Cognitive Development Theory

5. Cognitive Development Theory

Accordingly, humans leave the first stage in moral

5. Cognitive Development Theory

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