HUMAN

BEHAVIOR AND
VICTIMOLOGY
Professor Dhezz Revilla

CRIMINOLOGY 3
HUMAN DEVELOPMENT
Human development is a process in which a progressive series of Human development is defined as the
changes occurs as a result of maturation and experience. According process of enlarging people’s freedoms
to Newman and Newman (2015), human development emphasizes and opportunities and improving their
the patterns of "constancy well-being. Human development is about
and change across the life span" and identifies the processes that the real freedom ordinary people have to
account for such patterns. They argue that development implies a decide who to be, what to do, and how to
process that happens over time and has a specific direction. live.

Human development approach - is about expanding

the richness of human life, rather than simply the
richness of the economy in which human beings live. It
is an approach that is focused on people and their
opportunities and choices.
People: human development focuses on
HUMAN DEVELOPMENT improving the lives people lead rather than
assuming that economic growth will lead,
Opportunities: human development is about giving automatically, to greater wellbeing for all.
people more freedom to live lives they value. In effect this Income growth is seen as a means to
means developing people’s abilities and giving them a development, rather than an end in itself.
chance to use them. For example, educating a girl would
Choice: human development is,
build her skills, but it is of little use if she is denied access
fundamentally, about more choice. It is about
to jobs, or does not have the right skills for the local labor
market. Three foundations for human development are to providing people with opportunities, not
live a long, healthy and creative life, to be knowledgeable, insisting that they make use of them. No one
and to have access to resources needed for a decent can guarantee human happiness, and the
standard of living. Many other things are important too, choices people make are their own concern.
especially in helping to create the right conditions for The process of development – human
human development, and some of these are in the table development - should at least create an
below. Once the basics of human development are environment for people, individually Dand
achieved, they open up opportunities for progress in other collectively, to develop to their full potential
aspects of life. and to have a reasonable chance of leading
productive and creative lives that they value.
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). Given that self-realization plays an important
role in ensuring one's mental well-being, individuals who make good personal
and social adjustments must seek opportunities to express their interests and
desires in ways that yield personal satisfaction while conforming to accepted
standards at the same time. The absence of these opportunities can lead to
frustrations and generally negative attitudes toward people and even life in
general.
DEVELOPMENTAL CHANGES

Developmental change is the process of change that occurs in human

beings throughout development. Gene expression, brain function,
cognitive processes, behavior, and environmental factors all involve
multiple crosslevel interactions, and all are characterized by dynamic
developmental change over time.
SIGNIFICANT FACTS ABOUT DEVELOPMENT (Gines, et al., 1998)

Early foundations are critical. Essentially, attitudes, habits, and

patterns of behavior that have been established in the early years of
one's life largely determine the success of individuals in adjusting to
life as they grow older.

Roles of maturation and learning in development.

Maturation refers to the process by which an individual s inherent traits are
developed.
Learning is the product of the exercise and effort spent by an individual to achieve
development.
In relation to this, maturation provides the raw material for learning and determines
the general patterns and sequences of one's behavior
SIGNIFICANT FACTS ABOUT DEVELOPMENT (Gines, et al., 1998)

Development follows a definite and predictable pattern. According to previous

works, there are patterns of physical, motor, speech and intellectual
development, and such development follows a pattern similar for everyone,
unless there are extenuating factors that hamper this process.

All individuals are different. No individuals can be 100% biologically and

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genetically similar, even in the case of identical twins. Such di erence
increases as children develop from childhood, move on to adolescence, and
eventually to old age.
Each phase of development has a characteristic behavior. This means that
every stage of development includes a set of behaviors that can only be
observed in a particular stage.
SIGNIFICANT FACTS ABOUT DEVELOPMENT (Gines, et al., 1998)

Each phase of development has hazards. Each stage in the life span of an
individual can be associated with specific developmental hazards-be they
psychological, physical or environmental; such hazards may involve adjustment
problems.
Development is aided by stimulation. A large part of human development occurs
as a product of maturation an environmental experiences, and in relation to this, m
can be done to aid development so that it will reach its potential. This can be
achieved by stimulating development by directly encouraging an individual to
utilize an ability, which is in the process of development.
Development is affected by cultural changes. An individual’s development often
conforms to cultural standards; hence, changes in these standards can also a 昀昀
ect one’s development pattern.
SIGNIFICANT FACTS ABOUT DEVELOPMENT (Gines, et al., 1998)

These are social expectations for every stage of development. All cultural
groups expect their members to familiarize themselves with essentials skills and
acquire certain approved behavioral patterns at various ages during one’s
lifetime.

These are common traditional beliefs about people of all ages. Beliefs
concerning physical and psychological characteristics do affect the judgement of
others and their subsequent self-evaluations.
Psychoanalytic Theories

The theory originated with the work of Sigmund Freud, who argued that
childhood experiences and unconscious desires ultimately influence our
behaviors as adults.

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FREUD’S THEORY OF
PSYCHOSEXUAL DEVELOPMENT

The theory was proposed first by Sigmund Freud. It describes the

process by which human personality is developed throughout one’s
childhood. Based on observations, he recorded while treating his patients,
he was able to develop a theory that explained human behavioral
development in terms of a series of so called “psychosexual stages” in
which conflicts that arise in each development stage may have a lifelong
influence on one’s personality and behavior.

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STAGES OF PSYCHOSEXUAL
DEVELOPMENT

Stage 1: Oral Stage (Birth to 18 months)

During the oral stage, the infant's primary source of interaction occurs
through the mouth, so the rooting and sucking reflex is especially
important. The mouth is vital for eating, and the infant derives pleasure
from oral stimulation through gratifying activities such as tasting and
sucking.

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STAGES OF PSYCHOSEXUAL
DEVELOPMENT

Because the infant is entirely dependent upon caretakers (who are

responsible for feeding the child), the child also develops a sense of trust
and comfort through this oral stimulation.
The primary conflict at this stage is the weaning process--the child must
become less dependent upon caretakers. If fixation occurs at this stage,
Freud believed the individual would have issues with dependency
or aggression. Oral fixation can result in problems with drinking, eating,
smoking, or nail-biting.

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STAGES OF PSYCHOSEXUAL
DEVELOPMENT
Stage 2: Anal Stage (18 months to 3 years)

During the anal stage, Freud believed that the primary focus of
the libido was on controlling bladder and bowel movements. The major
conflict at this stage is toilet training—the child has to learn to control
their bodily needs. Developing this control leads to a sense of
accomplishment and independence.
According to Freud, success at this stage is dependent upon the way in
which parents approach toilet training. Parents who utilize praise and rewards for using
the toilet at the appropriate time encourage positive outcomes and help children feel
capable and productive.
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STAGES OF PSYCHOSEXUAL
DEVELOPMENT

Freud believed that positive experiences during the toilet training stage
serve as the basis for people to become competent, productive,
and creative adults.

However, not all parents provide the support and encouragement that
children need during this stage. Some parents punish, ridicule, or shame a
child for accidents.

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STAGES OF PSYCHOSEXUAL
DEVELOPMENT

According to Freud, inappropriate parental responses can result in

negative outcomes. If parents take an approach that is too lenient, Freud
suggested that an anal-expulsive personality could develop in which the
individual has a messy, wasteful, or destructive personality.

If parents are too strict or begin toilet training too early, Freud believed
that an anal-retentive personality develops in which the individual is
stringent, orderly, rigid, and obsessive.

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STAGES OF PSYCHOSEXUAL
DEVELOPMENT
Stage 3: Phallic Stage (3 to 6 years)

Freud suggested that during the phallic stage, the primary focus of the libido is on the
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genitals. At this age, children also begin to discover the di erences between males
and females. Freud also believed that boys begin to view their fathers as a rival for the
mother’s a 昀昀 ections. The Oedipus complex describes these feelings of wanting to
possess the mother and the desire to replace the father. However, the child also fears
that he will be punished by the father for these feelings, a fear Freud termed castration
anxiety.

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STAGES OF PSYCHOSEXUAL
DEVELOPMENT

The term Electra complex has been used to describe a similar set of
feelings experienced by young girls. Freud, however, believed that girls
instead experience penis envy.

Eventually, the child begins to identify with the same-sex parent as a

means of vicariously possessing the other parent. For girls, however, Freud
believed that penis envy was never fully resolved and that all women
remain somewhat fixated on this stage.

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STAGES OF PSYCHOSEXUAL
DEVELOPMENT

Psychologists such as Karen Horney disputed this theory, calling it both inaccurate and
demeaning to women. Instead, Horney proposed that men experience feelings of
inferiority because they cannot give birth to children, a concept she referred to as
womb envy.

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STAGES OF PSYCHOSEXUAL
DEVELOPMENT
Stage 4: Latency stage (5 or 6 years)

During this stage, the superego continues to develop while the id's energies are
suppressed. Children develop social skills, values and relationships with peers and
adults outside of the family. The development of the ego and superego contribute to
this period of calm. The stage begins around the time that children enter into school
and become more concerned with peer relationships, hobbies, and other interests.

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STAGES OF PSYCHOSEXUAL
DEVELOPMENT
Stage 4: Latency stage (5 or 6 years)

The latent period is a time of exploration in which the sexual energy repressed or
dormant. This energy is still present, but it is sublimated into other areas such as
intellectual pursuits and social interactions. This stage is important in the development
of social and communication skills and self-confidence. As with the other psychosexual
stages, Freud believed that it was possible for children to become fixated or "stuck" in
this phase. Fixation at this stage can result in immaturity and an inability to form fulfilling
relationships as an adult.

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STAGES OF PSYCHOSEXUAL
DEVELOPMENT
Stage 5: Genital stage (Puberty to adulthood)

The onset of puberty causes the libido to become active once again. During the final
stage of psychosexual development, the individual develops a strong sexual interest in
the opposite sex. This stage begins during puberty but last throughout the rest of a
person's life. Where in earlier stages the focus was solely on individual needs, interest in
the welfare of others grows during this stage. The goal of this stage is to establish a
balance between the various life areas.

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STAGES OF PSYCHOSEXUAL
DEVELOPMENT
Stage 5: Genital stage (Puberty to adulthood)

If the other stages have been completed successfully, the individual should now be well-
balanced, warm, and caring.
Unlike the many of the earlier stages of development, Freud believed that the ego and
superego were fully formed and functioning at this point. Younger children are ruled by the
id, which demands immediate satisfaction of the most basic needs and wants.
Teens in the genital stage of development are able to balance their most basic urges
against the need to conform to the demands of reality and social norms

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ERIKSON’S THEORY OF
PSYCHOSOCIAL DEVELOPMENT

This theory describes the influence of social experience on our development 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”. According to Erikson,
this ego identity constantly changes due to new information and experiences we
accumulate through our daily interaction with others.

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ERIKSON’S THEORY OF
PSYCHOSOCIAL DEVELOPMENT
Stages in the Human Lifespan
A. Prenatal Period – This period begins at conception and ends at birth. It occurs within
about 270 to 280 days or nine calendar months.

B. Infancy – This periods occurs from birth to the end of the second week. It is the shortest
of all developmental periods and considered a time of extreme adjustments, thus making
it a hazardous period.

C. Babyhood – This period occurs from the end of the second week until the end of a
child’s second year. A period of the true foundation of age and marks the beginning of
socialization and creativity.
ERIKSON’S THEORY OF
PSYCHOSOCIAL DEVELOPMENT
Stages in the Human Lifespan

D. Early Childhood – This period lasts from 2 to 6 year, and considered by many parents
as a problematic or troublesome age.

E. Late Childhood – This period occurs from 6 to 10 or 12 years or the called elementary
years. According to psychologists, this is the “gang age” at which children eek conformity
and become part of groups.

F. Puberty or Pre-adolescence – This period lasts from 12 to 13 years or 14 years. This is a

period of rapid growth and change and occurs at a variable age.
ERIKSON’S THEORY OF
PSYCHOSOCIAL DEVELOPMENT
Stages in the Human Lifespan
G. Adolescence – This period occurs from 13 or 14 to 18 years. It is an important
transitional period that is characterized by significant change. During this stage, the child
searches for his/her identity and is about to cross over into adulthood.

H. Early Adulthood – This period lasts from 18 to 40 years. It is a time for commitment, a
time at which one’s value change, which can lead to changes in lifestyle choices.
I. Middle Age – This period occurs from 40 years. Many people dread this stage because it
is a tie of stress transition.

J. Old Age or Senescene – This period last from 60 years to one’s death. This is considered
a period of decline, during which people are judged by di 昀昀 erent criteria based on
prevalent stereotypes of old people.
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2022 June 9 Professor REVILLA,MLS CRIMINOLOGY 3