GROUP 1 REPORTERS

 DIMASANGCA, JULYSAH O.
 ESMAIL, HADJIJALIL
 H.NAIM, ALNADJER
 BANO, OMAR
 MIMBALA, JOHARY
HUMAN BEHAVIOUR
AND
VICTIMOLOGY
HUMAN BEHAVIOUR AND
VICTIMOLOGY

 It includes strategies and approaches in handling different kinds of

abnormal behavior in relation to law enforcement and criminal
proceedings.
HUMAN BEHAVIOUR

 Anything an organism does that involves self initiated action and/or

reaction to a given stimulus.
 It is composed of adoptive adjustments people make as they cope
with one another, with problems, with opportunities, and with
working together-aspects, in a given situation.
 Human behavior is influenced by many factors such as Culture,
attitudes, values, ethics, authority, beliefs, motivation and etc...
HUMAN DEVELOPMENT

 Is the process of a person's growth and maturation throughout their

life span, concerned with the creation of an environment where
people are able to develop their full potential, while leading
productive and creative lives in accordance with their interest and
needs.
FOUR PILLARS OF HUMAN
DEVELOPMENT
EQUITY
 It is the idea that every person has the right to an education and
health care, that there must be fairness for all.

SUSTAINABILITY
 It compasses the view that every person has the right to earn a living
that can sustain him or her, while everyone also has the right to
access to goods more evenly distributed among populations.
FOUR PILLARS OF HUMAN
DEVELOPMENT
PRODUCTION
 It is the idea that people need more efficient social programs to be
introduced by their governments.

EMPOWERMENT
 It is the view that people who are powerless, such as women, need
to be given power.
PSYCHOANALYTIC THEORY

 This theory was proposed by Sigmund Freud.

 According to him there are three parts of human mind and it is an id,
ego and super ego.
ID (PLEASURE PRINCIPLE)

 Allows us to get our basic needs.

 Freud believed that the id is based on the (pleasure principle).
 It wants immediate satisfaction, with no consideration for the reality
of the situation.
 Freud also called the id the 'true psychic reality'
EGO (REALITY PRINCIPLE)

 As the child interacts more with the world, the ego begins to
develop.
 The ego acknowledges that being impulsive or selfish can
sometimes hurt us, so the id constrained (reality principle).
 The ego is who we think we are, it has the ability to make decisions
SUPEREGO (CONSCIENCE OF MAN)

 The ethical component of the personality and provides the moral

standards by which the ego operates.
 Superego internalizes society and parental standards of "good" and
"bad", "right" and "wrong" behavior.
LEVELS OF AWARENESS
BY SIGMUND FREUD

 THE CONSCIOUS LEVEL

 THE PRE-CONSCIOUS LEVEL
 THE UNCONSCIOUS LEVEL
LEVELS OF AWARENESS
BY SIGMUND FREUD

THE CONSCIOUS LEVEL

 It consists of whatever sensations and experiences you are aware of
a given moment of time.
LEVELS OF AWARENESS
BY SIGMUND FREUD

THE PRE-CONSCIOUS LEVEL

 This domain is sometimes called "available memory" that
encompasses all experiences that are not conscious at the moment
but which can easily be retrieved into awareness.
LEVELS OF AWARENESS
BY SIGMUND FREUD

THE UNCONSCIOUS LEVEL

 It is the deepest and major stratum of the human mind. It is the
storehouse for primitive instinctual drive plus emotion and
memories that are so threatening to the conscious mind that they
have been repressed, or unconsciously pushed into the unconscious
mind.
FREUD'S MODEL OF PERSONALITY
DEVELOPMENT (PSYCHOSEXUAL STAGES)

ORAL STAGE (0-18 MONTHS)

 This is the first psychosexual stage in which the infant’s source of id
gratification is the mouth.

ANAL STAGE (18MONTHS-3YEARS)

 Parents decide to toilet train their children during anal stage.
FREUD'S MODEL OF PERSONALITY
DEVELOPMENT (PSYCHOSEXUAL STAGES)

PHALLIC STAGE (3-6YEARS) “CASTRATION ANXIETY”

 Genitals become the primary source of pleasure.
a. OEDIPUS COMPLEX (BOYS) - attracted towards their mother.
b. ELECTRA COMPLEX (GIRLS) - attracted towards their father.
LATENCY STAGE (6-11YEARS)
 Sexual interest is relatively inactive in this stage.
GENITAL STAGE ( 11 YEARS ON)
 This refers to the start of puberty and genital stage.
TRAIT THEORY

 Trait theories attempt to learn and explain the traits that make up
personality, the differences between people in terms of their
personal characteristics, and how they relate to actual behavior.

TRAIT
 Refers to the characteristics of an individual, describing a habitual
way of behaving, thinking and feeling.
KINDS OF TRAIT BY ALLPORT

COMMON TRAITS
 These are personality traits that are shared by most members of a
particular culture.
INDIVIDUAL TRAITS
 These are personality traits that define a person's unique individual
qualities.
CARDINAL TRAITS
 These are personality traits that are so basic that all person's
activities relate to it. It dominates an individual's personality to the
point that the individual becomes known for them.
KINDS OF TRAIT BY ALLPORT

CENTRAL TRAITS
 These are the core traits that characterize an individual's personality.
Central traits are the major characteristics of our personalities that
are quite generalized and enduring.
SECONDARY TRAITS
 These are traits that are inconsistent or relative superficial, less
generalized and far less enduring that affects our behaviors in
specific circumstances.
KINDS OF TRAIT BY GOLDBERG
(BIG FIVE OR FIVE FACTOR THEORY)
EXTRAVERSION
 This personality trait is a significant impact on social behavior.
 Sociable, talkative and active.

NEUROTICISM
 Prone to emotional instability.
 They tend to experience negative emotions.
KINDS OF TRAIT BY GOLDBERG
(BIG FIVE OR FIVE FACTOR THEORY)
CONSCIENTIOUSNESS
 Individuals who are organized and responsible.

AGREEABLENESS
 Pleasant person, good natured and cooperative.

OPENNES TO EXPERIENCE
 Imaginative, willing to learn and open minded person
PERSONALITY TRAIT BY
EYSENCK
EXTROVERT
 It refers to a person that is sociable, out-going and active.

INTROVERT
 It refers to a person that is withdrawn, quiet, and introspective.

EMOTIONALLY UNSTABLE
 It is a trait that is being anxious, excitable, and easily disturbed.
TEMPERAMENT

 Refers to a personality traits that determine how someone reacts to

the world.
 The traits of temperament are mostly innate traits that we are born
with, although they can be influenced by an individuals family,
culture or their experiences.
FOUR TYPES OF TEMPERAMENT

MELANCHOLIC
 sad, gloomy

CHOLERIC
 hot - tempered, irritable

PHLEGMATIC
 sluggish, calm

SANGUINE
 cheerful, hopeful
PSYCHOLOGICAL STUDIES
IN RELATION TO
CRIME AND DELINQUENCY
AUGUST AICHORN

 In his book entitled Wayward Youth (1925) argued that the cause
of crime and delinquency is the faulty development of the child
during the first few years of his life.

 As child, the human being normally follows only the pleasure

impulses instinctively.
a. Those with fully developed consciences but identified with their
criminal parents, and

b. Those who had been allowed to do whatever they like by over-

indulgent parents.
CYRIL BURT
(YOUNG DELINQUENT, 1925)

 Introduce the Theory of General Emotionality.

 According to him many offenses can be traced instinctively driver.

 Callous type of offenders may be due to the tendency in the

primitive emotion of love and an excess of the instinct of hate.
WILLIAM HEALY
(INDIVIDUAL DELINQUENCY, 1916)

 He claimed that crime is an expression of the mental content

emotional discomfort; personality demands of pain and the pain is
eliminated by substitute behavior, which is delinquency of the
individual
WALTER BROMBERG
(CRIME AND THE MIND, 1946)

 He claimed that criminality is the result of emotional immaturity.

 An emotionally immature person rebel against rules, and

regulations, tend to engage in unusual activities and experience a
feeling of guilt due to inferiority complex.
PSYCHOSOCIAL THEORY OF
DEVELOPMENT (ERIK ERIKSON)

ERICKSON'S STAGES OF HUMAN

DEVELOPMENT
INFANCY (TRUST VS MISTRUST)

EARLY CHILDHOOD (AUTONOMY VS SHAME & DOUBT)

PRESCHOOL (INITIATIVE VS GUILT)

SCHOOL AGE (INDUSTRY VS INFERIORITY)

ADOLESCENCE (IDENTITY VS ROLE CONFUSION)

YOUNG ADULTHOOD (INTIMACY VS ISOLATION

MIDDLE ADULTHOOD (GENERATIVITY VS STAGNATION)

MATURITY (EGO INTEGRITY VS DESPAIR)

COGNITIVE DEVELOPMENT
THEORY (JEAN PIAGET)

SENSORIMOTOR (BIRTH TO 2 YEARS)

 Understand the world through senses.

 Learn about the world through basic actions such as sucking,

grasping, looking, and listening.
COGNITIVE DEVELOPMENT
THEORY (JEAN PIAGET)

PREOPERATIONAL (2 YEARS TO 7 YEARS)

 The child uses language and symbols, including letters and

numbers.

 tend to be egocentric and struggle to see things from the perspective

of others.
COGNITIVE DEVELOPMENT
THEORY (JEAN PIAGET)

CONCRETE OPERATIONAL (7 YEARS TO 11 YEARS)

 Begin to think logically about concrete events.

 Begin to understand the concept of conversation.

COGNITIVE DEVELOPMENT
THEORY (JEAN PIAGET)

FORMAL OPERATIONAL (12 YEARS AND UP)

 Begins to think abstractly and reason about hypothetical problems.

 Begins to think more about moral, philosophical, ethical, social and

political issues.
SOCIO-CULTURAL THEORY
(LEY VYGOTZKY)
 In the Social Development Theory explains that socialization affects
the learning process in an individual.

 It tries to explain consciousness or awareness as the result of

socialization.
SOCIAL INTERACTION

 Ley Vygotsky theorized that children’s cognitive development is

related to language and social interaction, and that through social
interaction, children learn how to use language and experience the
world as a member of their specific culture.
APPLICATIONS OF THE VYGOTSKY’S
SOCIAL DEVELOPMENT THEORY

 Vygotsky believed that children learn more efficiently in a social

environment. That is why learning to use social development theory
in a classroom can help students understand ideas more quickly.
BIO ECOLOGICAL THEORY
(URIE BRONFENBRENNER
 This is known as the Human Ecology Theory, the Ecological
Systems theory states that human development is influenced by the
different types of environmental systems.

 This theory help us understand why we may behave differently

when we compare our behavior in the presence of our family and
our behavior when we are in school or at work.
THE FIVE ENVIRONMENTAL SYSTEMS

THE MICRO SYSTEM

 This system is the closet to children and includes their immediate

surroundings.
 Your family, friends, classmates, teachers and the other people who
have direct contact with you are include in your micro system.
THE FIVE ENVIRONMENTAL
SYSTEMS
THE MESOSYTEM

 The mesosystem establish relationships between the child different

microsystems.
 Example include relationships between parents and teachers or
connections between community groups and the child's family.
THE FIVE ENVIRONMENTAL SYSTEMS

THE EXOSYSTEM

 The exosystem is the setting in which there is a link between the

context where in the person does not have any active role, and the
context where in is actively participating.
THE FIVE ENVIRONMENTAL SYSTEMS

 THE MACROSYSTEM

 The macrosystem setting is the actual culture of an individual.

 The cultural contexts involve the socioeconomic status of the person
and/or his family, his ethnicity or race and living in a still
developing or a third world country.
THE FIVE ENVIRONMENTAL SYSTEMS

 THE CHRONOSYSTEM

 It includes the transitions and shifts in one’s lifespan. This may also
involve the socio-historical contexts that may influence a person.
 Changes can occur through time, such as personal growth and
maturity or significant life events.
MORAL DEVELOPMENT
(LAWRENCE KOHLBERG)
 He found out that children are faced with different moral issues, and
their judgments on whether they are to act positively or negatively
over each dilemma are heavily influenced by several factors.
 In each scenario that Kohlberg related to the children, he was not
really asking whether or not the person in the situation is morally
right or wrong, but he wanted to find out the reasons why these
children think that the character is morally right or not.
 LEVELS AND STAGES OF MORAL
DEVELOPMENT
Level 1: Preconventional Morality
 The first level of morality, preconventional morality, can be further divided into two
stages: obedience and punishment, and individualism and exchange.
Stage 1: Punishment- Obedience Orientation
 Related to Skinner’s Operational Conditioning, this stage includes the use of
punishment so that the person refrains from doing the action and continues to obey
the rules. For example, we follow the law because we do not want to go to jail.
Stage 2: Instrumental Relativist Orientation
 In this stage, the person is said to judge the morality of an action based on how it
satisfies the individual needs of the doer. For instance, a person steals money from
another person because he needs that money to buy food for his hungry children. In
Kohlberg’s theory, the children tend to say that this action is morally right because of
the serious need of the doer.
 LEVELS AND STAGES OF MORAL
DEVELOPMENT
Level 2: Conventional Morality
The second level of morality involves the stages 3 and 4 of moral development.
Conventional morality includes the society and societal roles in judging the morality of an
action.
Stage 3: Good Boy-Nice Girl Orientation
In this stage, a person judges an action based on the societal roles and social expectations
before him. This is also known as the “interpersonal relationships” phase. For example, a
child gives away her lunch to a street peasant because she thinks doing so means being nice.
Stage 4: Law and Order Orientation
This stage includes respecting the authorities and following the rules, as well as doing a
person’s duty. The society is the main consideration of a person at this stage. For instance, a
policeman refuses the money offered to him under the table and arrests the offender because
he believes this is his duty as an officer of peace and order.
 LEVELS AND STAGES OF MORAL
DEVELOPMENT
Level 3: Postconventional Morality
 The post-conventional morality includes stage 5 and stage 6. This is mainly
concerned with the universal principles that relation to the action done.
Stage 5 : Social Contract Orientation
 In this stage, the person is look at various opinions and values of different
people before coming up with the decision on the morality of the action.
Stage 6 : Universal Ethical Principles Orientation
 The final stage of moral reasoning, this orientation is when a person
considers universally accepted ethical principles. The judgment may
become innate and may even violate the laws and rules as the person
becomes attached to his own principles of justice.
KOHLBERG’S STAGES OF MORAL
DEVELOPMENT
 STAGE 1 : Obedience and Punishment
- Avoid getting any trouble
 STAGE 2 : Individualism and Exchange
- What’s in it for me?
 STAGE 3 : Good Boy / Good Girl
- Makes me look good / Gain approval of others
 STAGE 4 : Law and Order
- Because that’s the rule. Because it’s the law.
 STAGE 5 : Social Contract
- For the common good and the welfare of others
 STAGE 6 : Principled conscience
- Personal integrity, no matter the price
WHAT IS ABNORMAL BEHAVIOR ?
ABNORMAL BEHAVIOR

 It defined as behavior that is disturbing (socially unacceptable),

distressing, maladaptive or dangerous.
 It is a mental illness that affects or is manifested in a person’s brain
and can affect the way a person thinks, behaves, and interacts with
people.
 Behavior that violates the standards of society.
WHAT IS PSYCHOPATHOLOGY ?
PSYCHOPATHOLOGY

 Is the study of mental and social disorders and is also referred to as

mental illness.

 It is used to describes the symptoms, behaviors, causes,

development and treatment of various mental health disorders.
THE 4 Ds

 DEVIANCE
 DISTRESS
 DYSFUNCTION
 DANGER
DEVIANCE

 This term describes the idea that specific thoughts, behaviors and
emotions are considered deviant when they are unacceptable or not
common in society.
 Refers to rule breaking behavior of some kind which fails to conform to
the norm and expectations of a particular society or social group.
 Criminal behavior is usually deviant, but not all deviant behavior is
criminal.
 Examples: Bullying, traffic violation, drug use, excessive drinking,
gambling addiction, rape, murder etc…
DISTRESS

 This term is for negative feelings by the individual with the

disorder.
 A situation in which you are suffering or pain, or a state of being
troubled.
 Examples: The loss of job, a serious injury, the death of loved one,
heavy traffic, lack of money, breaking up etc…
DYSFUNCTION

 This term involves maladaptive behavior that impairs the

individual’s ability to perform normal daily functions.
 Maladaptive behaviors prevent the individual from a living a
normal, healthy lifestyle.
 It refers to a breakdown in cognition, emotion and/or behavior .
DANGER

 This term involves dangerous or violent behavior directed at the

individual, or others in the environment.
 Examples: If an aggressive person tries to cut or harm himself with
a knife or attack someone else with it is also considered to be
abnormal.
MODELS OF ABNORMALITY

BEHAVIORAL

 Life experiences and environmental factors influence human

thoughts and actions.
 Behaviorism states that all behavior (including abnormal) is learned
from the environment and that all behavior that has been learnt can
also be ‘unlearnt’ (which is how abnormal behavior is treated).
MODELS OF ABNORMALITY

COGNITIVE

 The cognitive approach assumes that a person’s thoughts are

responsible for their behavior. The model deals with how
information is processed in the brain and the impact of this on
behavior.
BASIC ASSUMPTIONS

 a. Maladaptive behavior is caused by faulty and irrational

cognitions.

 b. It is the way you think about a problem, rather than the problem
itself that causes mental disorders.
BASIC ASSUMPTIONS

 c. Individuals can overcome mental disorders by learning to use

more appropriate cognitions.

 d. The individual is an active processor of information. How a

person, perceives, anticipates and evaluates events rather than the
events themselves, which will have an impact on behavior. This is
generally believed to be an automatic process, in other words, we do
not really think about it.
MODELS OF ABNORMALITY

MEDICAL/BIOLOGICAL

 Believes that disorders have an organic or physical cause. The focus

of this approach is on genetics, neurotransmitters, neurophysiology,
neuroanatomy, biochemistry etc..
MODELS OF ABNORMALITY

PSYCHODYNAMIC

 The main assumptions include Freud’s belief that abnormality came

from the psychological causes rather than the physical causes, that
unresolved conflicts between the id, ego and superego can all
contribute to abnormality
PSYCHODYNAMIC

WEAK EGO:

Well- adjusted people have a strong ego that is able to cope with the
demands of both the id and the superego by allowing each to express
itself at appropriate times. If, however, the ego is weakened, then
either the id or the superego, whichever is stronger, may dominate the
personality.
PSYCHODYNAMIC

UNCHECKED ID IMPULSES:

 If id impulses are unchecked they may be expressed in self-

destructive and immoral behavior. This may lead to disorders such
as conduct disorders in childhood and psychopathic [dangerously
abnormal] behavior in adulthood.
PSYCHODYNAMIC

TOO POWERFUL SUPEREGO:

 A superego that is too powerful, and therefore too harsh and

inflexible in its moral values, will restrict the id to such an extent
that the person will be deprived of even socially acceptable
pleasures. According to Freud, this would create neurosis, which
could be expressed in the symptoms of anxiety disorders, such as
phobias and obsessions.
DEVIATION FROM STATISTICAL
NORM
 The word abnormal means ‘away from the norm’. Many
populations facts are measured such as height, weight and
intelligence.
 Most of the people fall within the middle range of intelligence, but a
few are abnormally stupid.
 A person who is extremely intelligent should be classified as
abnormal.
a. INTELLIGENCE – It is statistically abnormal for a person to
get a score about 145 on an IQ test or to get a score below 55, but
only the lowest score is considered abnormal.

b. ANXIETY – A person who is anxious all the time or has a high

level of anxiety and someone who almost never feels anxiety are all
considered to be abnormal.
DEVIATION FROM SOCIAL NORM

 Every culture has certain standards for acceptable behavior;

behavior that deviates from that standard is considered to be a
abnormal behavior. But those standards can change with time and
vary from one society to another.
MALADAPTIVE BEHAVIOR

 This third criterion is how the behavior affects the well being of the
individual and/or social group. A man who attempts suicide or a
paranoid individual who tries to assassinate national leaders are
illustrations under this criterion.
TWO ASPECTS OF MALADAPTIVE
BEHAVIOR

 a. MALADAPTIVE TO ONE’S SELF – it refers to the

inability of a person to reach goals or to adapt the demands of life.

 b. MALADAPTIVE TO SOCIETY – It refers to a person’s

obstruction or disruption to social group functioning.
PERSONAL DISTRESS

 Considers abnormality in terms of the individual’s subjective

feelings, personal distress, rather than his behavior.

 Most people commonly diagnosed as ‘mental ill’ feel miserable,

anxious, depressed and may suffer from insomnia.
FAILURE TO FUNCTION
ADEQUATELY
 A person is considered abnormal if they are unable to cope with the
demands of everyday life, or experience personal distress. . They
may be unable to perform the behaviors necessary for day-to-day
living e.g. self-care, hold down a job, interact meaningfully with
others, make themselves understood etc.
CHARACTERISTICS THAT DEFINE
FAILURE TO FUNCTION ADEQUATELY

 Suffering
 Maladaptiveness (danger to self)
 Vividness & unconventionality (stands out)
 Unpredictably & loss of control
 Irrationality/incomprehensibility
 Causes observer discomfort
 Violates moral/social standards
DEVIATION FROM IDEAL MENTAL
HEALTH
 Rather than defining what is abnormal, psychologists define what is
normal/ideal mental health, and anything that deviates from this is
regarded as abnormal.
SIX CRITERIA BY WHICH MEANTAL
HEALTHG COULD BE MEASURED
 Positive view of the self
 Capability for growth and development
 Autonomy and independence
 Accurate perception of reality
 Positive friendships and relationships
 Environmental mastery – able to meet the varying demands of
day-to-day situations
SYMPTOMS OF ABNORMAL
BEHAVIOUR
LONG PERIODS OF DISCOMFORT
 This could be anything as simple as worrying about a calculus test or
grieving the death of loved one. This distress is related to a real,
related, or threatened event and passes with time.

IMPAIRED FUNCTIONING
 A distinction must be made between simply a passing period of
inefficiency and prolonged inefficiency which seems unexplainable.
For instance, a very brilliant person consistently fails in his classes or
someone who constantly changes his jobs for no apparent reason.
SYMPTOMS OF ABNORMAL
BEHAVIOUR
BIZARRE BEHAVIOR
 No rational basis seems to indicate that the individual is confused. The
psychoses frequently result in hallucinations or delusions.
 Unusual or strange behavior involved performing actions that are not
normal for the person.
DISRUPTIVE BEHAVIOR
 Means impulsive, apparently uncontrollable behavior that disrupts the
lives of others or deprives them of their human rights on a regular basis.
This type of behavior is characteristic of a severe psychological disorder.
 Example : Aggression toward others or threats of violence etc…
WHAT IS MENTAL DISORDER ?
MENTAL DISORDER

 Refers to the significant impairment in psychological functioning

 Also called mental illness or psychiatric disorder, is a behavioral or
mental pattern that causes significant distress or impairment of
personal functioning.
 Conditions that affects thinking, feeling, mood and behavior.
 Examples : Bipolar disorder, eating disorder, depression ,
schizophrenia etc..
DIAGNOSTIC AND STATISTICAL
MANUAL OF MENTAL DISORDERS
 Better to known as the DSM-IV; is the handbook widely used by
clinicians and psychiatrists in the unlisted states to diagnose
psychiatric illnesses. Published by the American psychiatric
association (APA)
 The DSM covers al categories of mental health disorders for both
adults and children.
 It contains descriptions, symptoms, and other criteria necessary for
diagnosing mental health disorder.
AMERICAN PSYCHIATRIC
ASSOCIATION
 APA is a medical specialty society with over 35,000 US and
international member physicians who “work together to ensure
humane care and effective treatment for all persons with mental
disorder or mental illness.
RELATIONSHIP BETWEEN
MENTAL DISORDER AND CRIME
 Certain psychiatric conditions do increase a person’s risk of committing
a crime. Research suggest that patients with mental illness may be
more prone to violence if they do not receive adequate treatment.
 Many high profile cases that have appeared on the news were
committed by individuals who allegedly suffered some serious mental
disorder.
 For instance, Josef Fritzl, The Austrian man who fathered seven
children with his own daughter while keeping her captive in the
basement of the family house for 24 years, suffered from a severe
personality disorder according to a psychiatric evaluation.
WHAT IS MENTAL RETARDATION?
MENTAL RETARDATION

 It is a condition of limited ability in which an individual has a low

Intelligence Quotient (IQ), is usually below 70 on a traditional
intelligence test, and has difficulty adapting to everyday life; he/she
first exhibited these characteristics during the so-called
development period – by age 18.
FOUR DIFFERENT LEVELS OF
MENTAL RETARDATION

MILD MENTAL RETARDATION

 Approximately 85 percent of the mentally retarded population is in

the mildly retarded category. Their IQ score ranges from 50 to 75
and they can often acquire academic skills up to the sixth grade
level. They can become fairly self-sufficient and in some cases live
independently, with community and social support.
FOUR DIFFERENT LEVELS OF
MENTAL RETARDATION
MODERATE MENTAL RETARDATION

 About 10 percent of the mentally retarded population is considered

moderately retarded. Moderately retarded individuals have IQ
scores ranging from 35 to 55. They can carry out work and self-care
tasks with moderate supervision. They typically acquire
communication skills in childhood and are able to live and function
successfully within the community in a supervised environment
such as a group home.
FOUR DIFFERENT LEVELS OF
MENTAL RETARDATION

SEVERE MENTAL RETARDATION

 About 3 to 4 percent of the mentally retarded population is severely

retarded. Severely retarded individuals have IQ scores of 20 to 40.
They may master very basic self-care skills and some
communication skills. Many severely retarded individuals are able
to live in a group home.
FOUR DIFFERENT LEVELS OF
MENTAL RETARDATION
PROFOUND MENTAL RETARDATION

 Only 1 to 2 percent of the mentally retarded population is classified

as profoundly retarded. Profoundly retarded individuals have IQ
scores under 20 to 25. They may be able to develop basic self-care
and communication skills with appropriate support and training.
Their retardation is often caused by an accompanying neurological
disorder. The profoundly retarded need a high level of structure and
supervision.
CAUSES AND SYMPTOMS OF MENTAL
RETARDATION
 Low IQ scores and limitations in adaptive skills are the hallmarks of mental
retardation. Aggression , self injury , and mood disorders are sometimes associated
with the disability. The severity of the symptoms and the age at which they first appear
depend on the cause.
CAUSES
 Various genetic disorders like Downs Syndrome.
 Alcohol abuse during pregnancy
 Drug abuse during pregnancy
 Maternal exposure to environmental chemicals.
SYMPTOMS
Difficulty speaking, reading understanding and following social rules, etc…
Difficulty solving problems, thinking logically, thinking abstractly, planning,
remembering things, etc…
BIOLOGICAL AND ENVIRONMENTAL FACTORS THA
CAN CAUSE MENTAL RETARDATION

 GENETIC FACTORS
 PRENTAL ILLNESSES AND ISSUES
 CHILDHOOD ILLNESSES AND INJURIES
 ENVIRONMENTAL FACTORS
GENETIC FACTORS

 These include things like Down syndrome and fragile X syndrome.

 About 30% of cases of mental retardation is caused by hereditary
factors. Mental retardation may be caused by an inherited genetic
abnormality, such as fragile X syndrome.
FRAGILE X SYNDROME

 The genetic disorder Fragile X syndrome, which results from

mutations in a gene on the X chromosome, is the most commonly
inherited form of developmental and intellectual disability.
 Fragile X syndrome is a genetic disorder that affects a person’s
development, especially that person’s behavior and ability to learn.
 People with Fragile X have some symptoms in common, including
intellectual problems, physical features unique to this syndrome,
behavioral challenges, speech and language problems, and sensory
issues.
 Down Syndrome also called mongolism or trisomy
PRENATAL ILLNESSES AND ISSUES
 Problems during pregnancy. Things that can interfere with fetal
brain development include alcohol or drug use, malnutrition, certain
infections, or preeclampsia.
 Fetal Alcohol Syndrome (FAS). Some studies have shown that even
moderate alcohol use during pregnancy may cause learning
disabilities in children.
 Maternal infections and such illnesses as glandular disorders,
rubella, toxoplasmosis, and cytomegalovirus (CMV) infection may
cause mental retardation. When the mother has high blood pressure
(hypertension) or blood poisoning (toxemia), the flow of oxygen to
the fetus may be reduced, causing brain damage and mental
retardation.
CHILDHOOD ILLNESSES AND
INJURIES
 Infections like meningitis, whooping cough, or the measles can lead
to intellectual disability. Severe head injury, near-drowning, extreme
malnutrition, infections in the brain, exposure to toxic substances
such as lead, and severe neglect or abuse can also cause it.
ENVIRONMENTAL FACTORS

 A wide range of environmental factors affect intelligence and

mental retardation. Biological risk factors for mental retardation
include malnutrition; exposure to toxins such as lead and alcohol.
PREVENTION OF MENTAL
RETARDATION
 Good prenatal care can also help prevent retardation.
 Pregnant women shouldn’t drink alcohol. Getting proper prenatal
care, taking a prenatal vitamin, and getting vaccinated against
certain infectious diseases can also lower the risk that your child
will be born with intellectual disabilities.
CRIMINAL BEHAVIOR

 Refers to a behavior which is criminal in nature.

 A behavior which violates a law.
THREE ELEMENTS BY
GOLDOOZIAN
 Legally, the criminal act should be prohibited by law
 Materially, the criminal act should be executed or realized
 Spiritually, the criminal act should be accompanied by criminal
intention and guilt.
ORIGINS OF CRIMINAL BEHAVIOR

 BIOLOGICAL FACTOR
 PERSONALITY DISORDER FACTOR
 LEARNING FACTOR
 BIOLOGICAL APPROCH
 HUMANISTIC APPROACH
 BRHAVIORAL/ SOCIAL LEARNING APPROACH
 COGNKITIVE APPROACH
BIOLOGICAL FACTOR

 Heredity as factor implies that criminal acts are unavoidable,

inevitable consequences of the bad seed or bad blood.

 Born criminal (Cesare Lombroso)

 Physique and Somatotype (Ernst Kretschmer & Wiliam
Sheldon
 Juke and Kallikak (Richard Dugdale & Henry Goddard)
PERSONALITY DISORDER FACTOR

 Refers to an act that exhibits a pervasive pattern of disregard for and

of violation of the rights of others.
 Example : Anti Social Personality Disorder
LEARNING FACTOR

 Explains that criminal behavior is learned primarily by observing or listening to

people around us.

 Differential Association Theory (Edwin Sutherland)

 Imitation Theory (Gabriel Tarde)
 Identification Theory (Daniel Classer)
BIOLOGICAL APPROACH

 Points to inherited predispositions and physiological processes to

explain individual differences in personality.
HUMANISTIC APPROACH

 Indentifies personal responsibility and feelings of self acceptance as

the key causes of differences in personality.
BEHAVIORAL/ SOCIAL LEARNING
APPROACH
 Explains consistent behavior patterns as a result of conditioning and
expectations.
BEHAVIORAL PERSONALITY THEORY
 It is a model of personality that emphasizes learning and observable behavior.
SOCIAL LEARNING THEORY
 An explanation of personality that combines learning principles, cognition, and
the effects of social relationships.
SELF-REINFORCEMENT
 The praising or rewarding oneself for having made a particular response.
IDENTIFICATION
 A feeling from which one is emotionally connected to a person and a way of
COGNITIVE APPROACH

 Looks at differences in the way people process information to

explain differences in behavior.
HUMAN INTELLIGENCE

 Intelligence is best understood as a compilation of brain-based

cognitive abilities.
 Criminals considered as a “feebleminded” and “mentally
deficient” they could neither distinguish right from wrong.
THE McNAUGHTON (M’NAGHTEN)
RULE
 Requires that a criminal defendant (a) not know what he was doing
at the time or (b) not know that his actions were wrong (because of
his delusional beliefs, McNaughton thought he was defending
himself.

 1834
 Daniel Mcnaughton
 Robert Peel, the British prime minister.
THE DURHAM RULE

 States that, “an accused is not criminally responsible if his

unlawful act is the product of mental disease or mental defect.”
ALI “SUBSTANTIAL CAPACITY”
TEST
 The new rule stated that a person is not responsible for his criminal
act if, as a result of the mental disease or defect, he lacks substantial
capacity to appreciate the criminality of his act or to conform his
conduct to the requirements of the law
INSANITY AND CRIMINAL LAW IN
THE PHILIPPINES
 It is required that there must be a complete deprivation of
intelligence in committing the act.
 The accused is deprived of reason.
ARTICLE 12 OF THE REVISED
PENAL CODE
 PARAGRAPH 1: any person who has committed a crime while the
said person was imbecile or insane during the commission.
 PARAGRAPH 2: a person over nine years of age and under fifteen,
unless he has acted with discernment.
 PARAGRAPGH 3: any person having an age of nine years old and
below
FRUSTRATION

 It is a negative emotional state that occurs when one is prevented

from reaching a goal.
 It is an unpleasant state of tension and heightened sympathetic
activity, resulting from a blocked goal.
EXTERNAL FRUSTRATION

 It is a distress caused by outwardly perceivable conditions that

impedes progress toward a goal.
INTERNAL/ PERSONAL
FRUSTRATION
 Personal frustration is a distress caused by the individuals inner
characteristic that impedes progress toward a goal.
SOURCES OF FRUSTRATION
PHYSICAL OBSTACLES
 Such as drought, typhoons, flat tire etc. that prevents a person from
doing his plans or fulfilling's his wishes.
SOCIAL CIRCUMSTANCES
 Such as obstacles through the restrictions imposed by other people and
customs and laws of social being.
PERSONAL SHORTCOMINGS
 Such as handicapped by diseases, blindness, deafness or paralysis.
CONFLICTS BETWEEN MOTIVES
 Such as wanting to leave college for a year to try painting, but also
wanting to please ones parents by remaining in school.
IS ANGER A SOURCE OF FRUSTATION ?
COMMON RESPONSE TO FRUSTRATION
AGGRESSION
 It refers to any response made with the internet of harming some person or
objects. The intentional infliction may be physical or psychological.
DISPLACED AGGRESSION
 It refers to the redirecting of aggression to a target other that the actual source of
ones frustration.
SCAPEGOATING
 It refers to the act of blaming a person or group of people for conditions not of
their making.
ESCAPE
 It is the act of reducing discomfort by leaving frustrating situation or by
psychologically with drawing from them such as a apathy (pretending not care)
FRUSTRATION AGGRESSION
THEORY
 Frustration turning into aggression.
 Aggression is a malicious behavior or attitude towards someone or
something, usually triggered by frustration.
FRUSTRATION-INDUCED
CRIMINALITY
 Individuals who employs violence to reduce this frustration will,
under extreme frustration, become more vigorous than usual,
possibly even resorting to murder and other violent actions.
HYPOTHESIS OF CATHARSIS

 If you buy a punching bag, or release your aggression by playing

quake, or by screaming, then you will be less violent and aggressive
in day-to-day life, having “released” your aggression.
COPING MECHANISMS

 Are the some total ways in which people deal with minor to major
stress and trauma. Some of these processes are unconscious ones,
others are learned behavior, and still others are skills that
individuals consciously like depression.
DEFENSE MECHANISMS

 Refers to an individuals way of reacting to frustration. These are

unconscious psychological strategies brought into play by various
entities to cope with reality and to maintain self-image.
ACTING OUT

 This means literally acting out the desires that are forbidden by the
super ego and yet desired by the Id.
 The act may be being deliberately bad or may be thoughtless wrong
doing
AIM INHIBITION

 Sometimes we have desires and goals that we believe or realize that

we are unable to achieve.
ALTRUISM

 Avoid your own pains by concentrating on the pain of others.

Maybe you can heal yourself and feel good by healing them and
helping them to feel good.
ATTACK

 The best form of defense is attack is a common saying and is also a

common action, and when we feel threatened or attacked (even
psychologically), we will attack back.
AVOIDANCE

 In avoidance, we simply find ways of avoiding having to face

uncomfortable situations, things or activities.
COMPARTMENTALIZATION

 It is a ‘divided and conquer’ process for separating thoughts that

will conflict with one another.
COMPENSATION

 Where a person has a weakness in one are, they may compensate by

accentuating or building up strengths in another are.
CONVERSION

 It occurs where cognitive tension manifest themselves in physical

symptoms.
DENIAL

 It is simply refusing to acknowledge that an event has occurred.

DISPLACEMENT

 It refers to the shifting of actions from a desired target to a substitute

target when there are some reasons why the first target is not
permitted r not available.
DISSOCIATION

 It involves separating a set of thoughts or activities from the main

area of conscious mind, in order to avoid the conflict that this would
cause.
EMOTIONALITY

 When we become stressed or tension is caused, a number of

negative emotions may start to build, including anger, frustration,
fear, jealousy and so on.
FANTASY OR DAY DREAMING

 When we cannot achieve or do something that we want, we channel

the energy created by the desire into fantastic imaginings.
FIGHT OR FLIGHT REACTION

 When we perceived a significant threat to us, then our bodies get

ready either for a fight to the death or a desperate flight from certain
defeat by a clearly superior adversary.
HELP – REJECTING COMPLAINING

 A person becomes upset or otherwise elicits supporting actions from

other people. When helpful suggestions or other comfort is offered,
however, he/she reject this and return to his/her complaint.
IDEALIZATION

 It is the over- estimation of the desirable qualities and

underestimations of the limitations of a desired thing.
IDENTIFICATION

 It occurs when a person changes apparent facets of his/her

personality such that he/she appears to be more like other people.
INTELLECTUALIZATION

 This refers to a ‘flight into reason’ where the person avoids

uncomfortable emotions by focusing on facts and logic.
INTROJECTION

 It occurs as a coping mechanism when we take on attributes of other

people who seem better able to cope with the situation than we do.
PASSIVE AGGRESSION

 It often appears when a person is asked to do something which

he/she wants to avoid for some reason (such as priority of other
work). By appearing to agree but not making any real commitment,
he/ she can avoid the action.
POST – TRAUMATIC GROWTH

 An individual who has suffered a traumatic experience somehow

finds ways to turn it into something good.
PROJECTION

 When a person has uncomfortable thoughts or feelings, he/she may

project these onto other people, assigning the thoughts or feelings
that he/she need to repress to a convenient alternative target.
PROVOCATION OR FREE - FLOATING

 When a person feels stressed, his/her way to avoid dealing with the
real issues is to provoke others into some kind of reaction.
REACTION FORMATION

 It occurs when a person feels an urge to do or say something and

then actually does or says something that is effectively the opposite
of what he he/ she really wants.
RATIONALIZATION

 When something happens that we find difficult to accept, then we

will make up a logical reason why it has happened.
REGRESSION

 It involves taking the position of child in some problematic

situation, rather than acting in a more adult way.
REPRESSION

 It involves placing uncomfortable thoughts in relatively inaccessible

areas of the subconscious mind.
SELF – HARMING

 The person physically deliberately hurts himself/ herself in some

way or otherwise puts themselves at high risk of harm.
Examples:
 Slapping oneself
 Punching a hard wall
 Cutting oneself with a knife
 Reckless driving
 Taking narcotic drugs
SOMATIZATION

 It occurs where a psychological problem turns into physical and

subconscious symptoms.
SUBLIMATION

 It is the transformation of unwanted impulses into something less

harmful.
SUPRESSION

 This is where the person consciously and deliberately pushes down

any thought that leads to feelings of anxiety.
SUBSTITUTION

 This takes something that leads to discomfort and replace it with

something that does not lead to discomfort.
SYMBOLIZATION

 It is a way of handling inner conflicts by turning them in distinct

symbols. Symbols are often physical items, although there may also
be symbolic acts and metaphoric ideas.
TRIVIALIZING

 When we are faced with a disappointment over something that is

important to us, we are faced with the problem of having our
expectations and predictions dashed.
UNDOING

 It refers to performance of an act to ‘undo’ a previous unacceptable

act or thought.
 POSITIVE COPING

 There are a number of approaches that we can take to cope in a positive way
with problems, including:
 IMMEDIATE PROBLEM – SOLVING : Seeking to fix the problem
that is the immediate cause of our difficulty.
 ROOT – CAUSE SOLVING : Seeking to fix the underlying cause
such that the problem will never occur.
 BENEFIT – FINDING : Looking for the good things amongst the bad.
 SPIRITUAL GROWTH : Finding ways of turning the problem into a
way to grow ‘spiritualy’ or emotionally.