HUMAN BEHAVIOR AND VICTIMOLOGY

CHAPTER I

DEVELOPMENT

A. Development Define

Development refers to a progressive series of changes of an orderly and

coherent life leading toward maturity.

B. Significant Facts about Development

a. Early foundation is critical (first two years of life, (physical and
emotional) Attitudes, habits, and pattern of behavior established
during the early years and determine to a large extent how
successfully individuals will adjust to life as they grow older.

b. Maturation and learning play important role in development

Maturation – refers to the growth following the birth that is determined

primarily by genetic factors and occurs more or less independently of
learning.

Learning-development that comes from exercise and effort on the

individual’s part

Three Important facts emerge from our present knowledge of the

interrelationship of maturation and learning as the cause of development.

1. Because human beings are capable of learning, variation is possible.

2. Maturation sets limit beyond which progress, even with the favorable
learning methods and the strongest motivation.
3. There is definite time table or learning.

c. Development follows a definite and predictable pattern

The importance of this is that it makes it possible to predict what
people will do at a given age and to plan their education and
training to fit into this pattern.
 d. All individuals are different
All individuals are biologically and genetically different from the
others. No two people can be expected to react in the same
manner to the same environment stimuli.
e. Each phase of development has characteristics pattern of
behavior
f. Phases of Development
1. Equilibrium- when individuals adopt easily environmental demands.
2. Disequilibrium – when the individuals experience difficulties in
adaptation makes poor personal social adjustment.

g. Each phase of development has its hazards

Each period in the life can has associated with certain
developmental hazards, physical, psychological and
environmental.
h. Development is aided by stimulation
Directly encouraging the individual to use ability is the process of
development. Stimulation of the muscles during the early years
results in earlier and better coordinated motor skills.
i. Development is affected by cultural changes
Individual development is molded to conform to cultural
standards and ideals.
j. There are social expectations for every stage of development
Cultural groups expect its member to master certain essential
skills and acquire certain approved patterns of behavior.
k. There are traditional beliefs about people of all ages
These beliefs about physical and psychological characteristics
affect the judgments of others as well as their self-evaluation.

C. Characteristics of Development
1. Dependence to Self-direction
2. Pleasure to Reality
3. Ignorance to Knowledge
4. Incompetence to Competence
5. Diffuse to Articulated Self-identity
 D. Stages in Human Life Span
1. Prenatal period – Conception to birth (0-9 months)
2. Infancy Birth- to the end of second week
3. Babyhood- End of the second week to the end of the second year
4. Early Childhood – Two to Six years
5. Late Childhood Six to Ten or Twelve years
6. Puberty or Pre – Adolescence – Ten or Twelve to 13 or 14 years
7. Adolescence 13 or 14 to 18 years
8. Early Adulthood – 18 to 40 years
9. Middle Age-40 to 60 years
10. Old Age or Senescence – 60 to Death

E. Developmental Tasks During Life Span

Developmental Tasks – A tasks which arises at or about a certain period in

the life of the individual, successful achievement of which leads to happiness

and

to success with later tasks, while failure leads to unhappiness and difficulty
with

later tasks.

a. Babyhood and Early Childhood

- Learning to take solid food
- Learning to walk
- Learning to talk
- Learning to control the eliminations of body wastes

- Learning sex differences and sexual modesty

-Getting ready to read

-Learning to distinguish right and wrong and beginning to develop

a

conscience

b. Late Childhood

-Learning physical skills necessary for ordinary games

-Building a wholesome attitude toward oneself as growing organism

-Learning to get along with age mate

-Beginning to develop appropriate masculine or feminine social roles

-Developing fundamental skills in reading, writing and calculating

-Developing concepts necessary for everyday living

-Developing conscience, sense of morality, and scale of values

-Attitudes toward social groups and institutions

-Achieving personal independence

c. Puberty and Adolescence

-Achieving new and more mature relations with age mates of both sexes

-Achieving a masculine and feminine social role

-Accepting one’s physique and using one’s body effectively

-Desiring, accepting, and achieving socially responsible behavior

-Achieving emotional independence from parents and other adults

-Preparing or an economic career

-Preparing or marriage and family life

-Acquiring a set of values and an ethical system as a guide to behavior

d. Early Adulthood

-Getting started in an occupation

-Selecting a mate

-Learning to live with a marriage partner

-Starting a family

-Rearing children

-Managing a home

-Taking on civic responsibility

-Finding a congenial social group

e. Middle Age
-Achieving adult civic and social responsibility

-Assisting teenage children to become responsible and happy adults

-Developing adult leisure time activities

-Relating oneself to one’s spouse person

-Accepting and adjusting to the physiological changes of middle age

-Reaching and maintaining satisfactory performance in one’s occupational

career

-Adjusting to aging parents

f. Old Age

-Adjusting to decreasing, physical strength

-Adjusting to retirement and reduced income

-Adjusting to death of spouse

-Establishing an explicit affiliation with members of one’s age group

-Establishing satisfactory physical living arrangements

-Adapting to social roles in a flexible way

Purposes of Developmental Tasks

1. They are guidelines that enable individuals to know what

societies

expect of them at given ages.

2. Motivate individuals to do what the social group expects them to do at

certain ages during their lives.

3. Show individuals what lies ahead and what they will be expected to do

when they reach their next stage of development

F. Psychosexual Stages of Development

Freud believes that all human beings pass through a series of psychosexual

stages, each stages dominated by the development and sensitivity in a

particular
erogenous or measure – giving spot in the body. If individuals are
unsuccessful in

resolving the conflict, their solving frustration becomes chronic and

remains a

central feature of their psychological make – up.

As a result of their frustration or over indulgence, individuals

experience

fixation at a particular stage of their development.

 Fixation – is the tendency to stay at a particular stage: The individuals

troubled by the conflict that characterizes the stage and seeing to reduce

it by means of the behavior characteristics of that stage.

a. The Oral Stage – reflect the infants need for gratification from the mother.

b. The Anal Stage (2nd to the 3rd year of life) – reflects the toddlers need for

gratification along the rectal area. During this stage, children must endure

the demand of toilet training.

c. The Phallic Stage (4th to 5th year of life) – reflects the

preschooler’s

gratification involving the genitals. Children of this stage gratify their sex

instinct by foundling their genitals and developing incestuous desire for

the opposite sex parent.

d. The Latency Stage (6th year of life to puberty) – is Freud’s fourth stage of

psychosexual development. During this time, sexual desires are repressed

and all the Childs available libido is socially acceptable outlets such as

school – work or vigorous play that consume most of Childs physical and

psychic energy.

e. The Genital Stage ( from puberty onwards) – is characterized

by

maturation of the reproductive system, production of sex hormones, and

reactivation of the genital zone as an area of sensual pleasure.
The

adolescent may openly expresses libidos toward member of the opposite

sex. But for the first time, the underlying aim of sex instinct is

reproduction