Republic of the Philippines

CARCAR CITY COLLEGE

Luanluan Street, Poblacion I, Carcar City, Cebu
Tel # 487-0063/487-9077

Subject : Human Behavior and Victimology Discussion and : 1 (Week 2-3)

Assessment No.
Class Schedule : BSC II – A to D

Topics :  Human Development Definition and Significant Facts

 Psychological Theories on Human Development
 Developmental Tasks During Each Stage of Lifespan

Objectives :  At the end of the session, the students will be able to analyze and compare the
stages of human development according to Freud's Psychosexual Theory and
Erikson's Psychosocial Development Theory, identifying key characteristics and how
they influence individual behavior across the lifespan; and
 will evaluate and reflect on their personal developmental experiences, identifying
which stages of development resonate most with their own life and how these stages
have influenced their emotional and social growth.

I. ACTIVITY

Please read the situation below and answer in ½ CW each question in 2-3 sentences only.

John is a 16-year-old student who recently started to feel unsure about his place in the world. He
often finds himself questioning his abilities and comparing himself to others. His parents notice that he has
become more independent, spending time with friends and exploring hobbies like writing and photography.
However, John sometimes argues with his parents when they impose rules, he finds too strict. At school,
he struggles to balance academics with his growing interest in extracurricular activities.
One day, during a career orientation session, John’s teacher asks the students to reflect on their
future goals. John feels excited but also overwhelmed, unsure of what he wants to pursue. Despite this, he
feels comforted when his friends share similar feelings of uncertainty.

1. Can you relate to John’s situation? Why or why not?

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2. Why is it important to understand the different stages of human development?

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II. ABSTRACTION

Human Development
Human development is a process in which a progressive series of changes occurs as a result of
maturation and experience. According to Newman and Newman (2015), human development emphasizes
the patterns of constancy and change 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). 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.

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.

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 two individuals can be 100% biologically and genetically similar, even in the
case of identical twins. Such differences increase 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.

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
and environmental experiences, and in relation to this, much can be done to aid development so that it will
reach its full 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 affect one's developmental pattern.

There 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.

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

PSYCHOLOGICAL THEORIES ON HUMAN DEVELOPMENT

Let us examine various psychological theories on human development, which can provide basic
frameworks through which we can better understand human growth, development, and learning. It is
important to study these theories because, through these, we can identify the main factors or conditions
that motivate human thoughts and behaviors (Theories of Development, 2016).

Psychoanalytic Theories

As one of the most popular theories of development, Psychoanalytic theory originated with the
work of Sigmund Freud, who argued that childhood experiences and unconscious desires ultimately
influence our behaviors as adults. Since then, neo-Freudians have proposed different theories of their own,
including Erik Erikson, who introduced his eight-stage theory of psychosocial development.
 Freud's Theory of Psychosexual Development
The theory of psychosexual development was first proposed by the famous psychoanalyst
Sigmund Freud. This controversial theory 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 developmental stage may have a lifelong
influence on one's personality and behavior (Cherry, 2015a).

Stages of Psychosexual Development

Stage 1: Oral stage (Birth to 18 months)

During this stage, an infant's main source of interaction occurs through the mouth, and as such,
rooting and sucking are especially important in this stage. It is said that the infant derives pleasure from oral
stimulation by performing gratifying activities, such as sucking. The infant may also develop a sense of trust
and comfort with an adult who is providing this kind of oral stimulation (eg, feeding the child).
Conflict occurs during the weaning process, and at this point, the child must become less
dependent upon his/her caretakers; otherwise, fixation may occur. If this fixation is not resolved, then the
child may grow up with issues concerning binge eating, drinking, nail biting, or smoking. The individual may
also have problems related to dependency and aggression (Cherry, 2015).

Stage 2: Anal stage (18 months to 3 years)

During this stage, 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.
When a child becomes fixated in the pleasure obtained through these stimulants (Le., controlling
and eliminating feces), then he/she becomes obsessed with perfection, order, cleanliness, and control as
an adult. When a person is prone to this tendency then he/she is called anal retentive, and its opposite is
called anal expulsive. Compared with anal retentive individuals, anal expulsive individuals are extremely
disorganized and chaotic (Cherry, 2015a).

Stage 3: Phallic stage (3 to 6 years)

The phallic stage is mainly characterized by a child's focus on sexual interests, stimulation, and
excitement in relation to the genital area. This is an important part of the development process as it lays the
foundation of one's gender identity. According to Freud, the patterns of identification arising from the phallic
stage primarily determine the development of human character (McLeod, 2008).
Common phallic traits are expressed in opposites, just like in the other stages. These traits typically
include vanity versus self-hatred, brashness versus bashfulness, pride versus humility, gaiety versus gloom
and gregariousness versus isolation, to name a few (Furnham, 2015).

Stage 4: Latency stage (5 or 6 years to puberty)

This development stage begins around the same time when children enter school and become
more focused on their peer relationships, personal interests, and hobbies, along with greater social
exposure. Hence, this is a period of exploration and plays an important role in the development of
confidence as well as social and communication skills (Cherry, 2015a).

Stage 5: Genital stage (Puberty to adulthood)

During this period, a child undergoes the physiological maturation of systems of sexual functioning
and associated hormonal systems, thus leading to intensified drives and impulses. The main objective of
this phase is the eventual separation from one's attachment to his/her parents arid the achievement of
mature relationships as well as adult roles and duties.

 Erikson's Theory of Psychosocial Development

One of the best-known theories of personality in the field of psychology, Erikson's theory of
psychosocial development, 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” (Cherry, 2015b). According to Erikson, this ego identity
constantly changes due to new information and experiences we accumulate through our daily interactions
with others. As we face each new stage of development, we confront a new challenge that can help further
develop or hinder the development of our identity.

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 period occurs from birth to the end of the second week. It is the shortest of all
developmental periods and is 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. It is said to be the period of the true foundation of age and marks the beginning of
socialization and creativity. This period in also a time of increased individuality, decreasing
dependency, and rapid growth and change, making it a hazardous period as well.
D. Early Childhood - This period lasts from 2 to 6 years and is considered by many parents as a
problematic a troublesome age. For educators, this is considered the preschool age.
E. Late Childhood - This period occurs from 6 to 10 or 12 years or the so-called elementary years.
For parents, they consider it also as a troublesome age, especially since, according to
psychologists, this is the "gang" age or the time at which children seek conformity and become part
of groups.
F. Puberty or Preadolescence - 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. This is a period of rapid growth and change and occurs at a variable age.
G. Adolescence - This period occurs from 13 or 14 to 18 years. It is an important transitional period
that is characterized by significant change. Others consider it a problem or dreaded age, during
which 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. This is the productive age, a period of
dependency for most, and a period of emotional tension or even social isolation. In addition, it is a
time of commitment, a time at which one's values change, which can lead to changes in lifestyle
choices.
I. Middle Age - This period occurs from 40 to 60 years. Many people dread this stage because it is a
time of stress and transition. Others may feel bored with their lives at around this age and may feel
awkward or inadequate when comparing themselves with others and evaluating their lives against
them.
J. 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. People in this age group have varying social attitudes towards old age
and may feel that they are part of a minority. As aging requires role changes, some may not be so
successful in making the proper adjustments. Still, the desire for rejuvenation is widespread in old
age.

DEVELOPMENTAL TASKS

Purposes of Developmental Tasks

Development tasks serve as guidelines that enable individuals 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. Finally, these tasks show individuals what lies ahead and the
corresponding expectations of what they need to do when they reach their next stage of development.

Developmental Tasks During Each Stage of the Lifespan (Gines, et al, 1998)

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 toward one’s self as a growing individual
 Learning to get along with peers of the same age
  Beginning to develop appropriate social roles depending on one’s gender
 Developing fundamental skills in reading, writing, and calculating
 Developing concepts and skills that are necessary for everyday living
 Developing a conscience, a sense of morality, and a scale of values
 Developing attitudes toward 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
 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
 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 one’s self to one’s spouse as a person
 Accepting and 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
 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
 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

III. ASSESSMENT
Directions: Read each question carefully then answer that best fits the question . Write directly your answers in ½
CW, at the back of your answers in the activity part.
1. Mia is a 2-year-old who has just started attending daycare. Her teacher notices that she struggles to
share toys with her classmates and throws tantrums when things don’t go her way. According to
developmental theories, what is Mia most likely trying to learn at this stage?

2. Jason is 9 years old and often spends his time playing sports and joining school clubs. However, he
sometimes gets upset when his teammates criticize him, which makes him question his abilities.
Based on Erikson’s psychosocial stages, Jason is likely working on what?

3. Sophia, a 16-year-old high school student, is deciding on which career path to pursue in college.
She also finds herself distancing from her parents and spending more time with her friends. What
developmental task is Sophia focused on?

4. Mark, 28 years old, just got married and started a new job. He’s finding it challenging to balance his
work responsibilities, household chores, and spending time with his partner. According to Erikson,
Mark is likely experiencing challenges related to?

5. Maria, a 45-year-old teacher, has recently taken on a leadership role in her school. She feels
satisfied mentoring younger colleagues and helping her children prepare for college, but she
sometimes worries about her health and physical changes. Which developmental stage is Maria
experiencing?

6. Henry, 70 years old, has retired from his job and now spends most of his time gardening and writing
his memoirs. He often reflects on his life experiences, feeling proud of his accomplishments but
occasionally regretful about missed opportunities. Which stage of Erikson’s psychosocial
development is Henry in?

7. Liam, a teenager, was raised in a community that values family closeness and prioritizes caregiving
for elderly members. He feels a strong responsibility to take care of his grandparents and plans his
future career to stay close to home. What factor is shaping Liam’s development?

8. Emily, 15 years old, feels pressured by her friends to join a dance group at school even though
she’s more interested in art. She’s worried about losing her friends if she declines. This situation
illustrates which common adolescent challenge?

IV. APPLICATION

Make a Reflective Journal on your Developmental Journey in one long bond paper (written, not printed).

Instructions:
1. Begin by briefly introducing your developmental journey. Reflect on your own experiences from
childhood to adolescence (or where you are currently in your life).
2. Think about any challenges you faced during each stage of your development.
3. Reflect on the theories you have learned in the abstraction part (e.g., Freud’s Psychosexual Stages,
Erikson’s Psychosocial Stages, and other developmental theories)
4. Identify which theories resonate most with your personal experiences. For example:
 Did you experience any conflicts during childhood or adolescence that align with Freud’s
psychosexual stages?
 Were you able to relate to Erikson’s psychosocial stages of development (e.g., did you feel
the need to develop independence during adolescence, or did you face challenges related to
intimacy in early adulthood)?

5. Explain why these theories stand out to you and how they reflect your own experiences.
6. Provide specific examples from your own life where you can see these theories in action.
7. Share what you learned from them, and how they contributed to your growth.
 Good job! You successfully accomplished your first module. Keep up the good work!
“For I know the plans I have for you, declares the Lord,
plans to prosper you and not to harm you,
plans to give you hope and a good future.”

Jeremiah 29:11

V. REFERENCES

Castillo, R. & Gabao, R., (2020). Human Behavior and Victimology. ChapterHouse Publishing Incorporated.
Novaliches, Quezon City, Philippines.

Prepared by:

RHONNA AVE E. EMNACE, RCrim.

BSC Instructor

Checked by:

REYNALDO UGBANIEL, RCrim. PhD. DOLLY ANN D. CARACA, LPT, EdD-ELT (c)
Dean, College of Criminal Justice QA Director & IMD Coordinator

Approved:

LEONARDO E. LACOSTALES
Dean for Academic Affairs