LSPU Self-paced Learning Module (SLM): Understanding Human Development PDF

Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:201...

Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited LSPU Self-paced Learning Module (SLM) The Intellectual Property Code of the Philippines states that, “No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit (Section 176, R.A. 8293). Borrowed materials (e.g. texts, illustrations, photos and other copyrightable and/or patentable contents) included in this learning resource are owned by their respective copyright and intellectual property right holders. Course Human Behavior and Victimology Sem/AY First Semester/2024-2025 Module No. 1 Lesson Title UNDERSTANDING HUMAN DEVELOPMENT Week 2 Duration Date August 26-September 6, 2024 To understand human behavior, one must go back to its origin, thus, the purpose of this Description module is to introduce to the readers the different concepts, principles, and dimensions of the of human development. A discussion on developmental psychology and finally Lesson developmental criminology was also included to align human development into the allied discipline of psychology and principally to the main field of interest which is the study of criminology. Learning Outcomes Intended Students should be able to meet the following intended learning outcomes: Learning Identify the different terminologies related to human development; Outcomes Demonstrate understanding regarding growth and understanding; Explain the importance of developmental psychology; and Describe the different theories of criminology in view of human development. Targets/ At the end of the lesson, students should be able to: Objectives Define and understand key terms; Discuss the basic concepts and principles of growth and development; Discover the factors influencing one’s own growth and development; Articulate the different dimensions of human development into one’s life experiences; Appreciate the study of developmental psychology as it sheds light in understanding human development; and Discuss the different criminological theories that relates to human development as a means of predicting offending behaviors. LSPU SELF-PACED LEARNING MODULE: HUMAN BEHAVIOR AND VICTIMOLOGY Prepared by: ROLAND N. RESURRECCION  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Student Learning Strategies Online A. Online Resources through Google Classroom Resources In order for you to have access on the online resources, you will have to use the following links in accordance with your respective sections. Section A: https://classroom.google.com/c/NzA3MjUzMjIyNzcx?cjc=5mvqixj Section B: https://classroom.google.com/c/NzA3NDMzODczNTgx?cjc=gk4b262 Section C: https://classroom.google.com/c/NzA3NDM1MjI0MTYw?cjc=mxioxw7 In any eventualities that on-line class shall be conducted, the link for the google meet shall be as follows: Section A: https://meet.google.com/ueg-urau-rnp Section B: https://meet.google.com/rom-hykk-xfa Section C: https://meet.google.com/xxn-rnhr-fhw B. Learning Guide Questions: 1. What are the fundamental concepts of growth and development? 2. What is development psychology? 3. What are the different criminological theories that relates to human development as a means of predicting offending behaviors? Note: The insight that you will post on online discussion forum using Learning Management System (LMS) will receive additional scores in class participation. Lecture Guide SEARCH FOR THESE KEY TERMS Growth Nature Fixation Spirituality Development Nurture Assimilation Concept Maturation Culture Accommodation Holistic process Offline Activities Learning Heredity Adaptation Plasticity Critical period Environment Cognitive Blank canvas (e- Learning/Self- A view on Human Development Paced) Individuals constantly change from conception to death. Physical growth, emotional maturation, psychological, cognitive, and moral development, and spiritual growth occur throughout life (White, 2005, p. 177). LESSON 1. Concepts of Growth and Human Development Development occurs continuously through the life span. Adult continue to have transition periods during which growth and development occur. Growth is the measurable changes in the physical size of the body and its parts. Growth patterns can be predicted even though it is not a steady process. LSPU SELF-PACED LEARNING MODULE: HUMAN BEHAVIOR AND VICTIMOLOGY Prepared by: ROLAND N. RESURRECCION  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Development is the behavioral changes in skills and functional abilities. Thus, developmental changes are not as easily measured. Maturation, is becoming fully grown and developed, it applies to the individual’s physiological and behavioral aspects. It depends on biological growth, behavioral changes, and learning (assimilation of information resulting in a behavior change). During each life span stage, certain goals (developmental tasks) must be accomplished. These developmental tasks are the foundation for future learning (White, Duncan, & Baumle, 2011, p.199). Development refers to systematic continuities and changes in the individual that occur between conception (when the father’s sperm penetrates the mother’s ovum, creating a new organism) and death. By describing changes as “systematic” we imply that they are orderly, patterned, and relatively enduring, so that temporary mood swings and other transitory changes in our appearances, thoughts, and behaviors are therefore excluded. We are also interested in “continuities” in development, or ways in which we remain the same or continue to reflect our past (Shaffer & Kipp, 2010, p. 2). The time of most rapid growth and development in a stage of the life span is called the critical period. An individual is most vulnerable to stressors during a critical period. Growth, development, maturation and learning are inter-dependent processes. The individual must be mature enough to grasp the concepts and make required behavioral changes for learning to occur. Physical growth is essential for many types of learning, for example, a child must have the physical ability to reach the door knob before learning to open the door. Likewise, cognitive maturation precedes leaning (White, Duncan, & Baumle, 2011, p.199). Table 1 presents the distinction between growth and development (Bhargava, n.d.). TABLE 1 Distinguishing Growth and Development Growth Development 1. Growth is concrete change in size and weight 1. Development includes growth but abstract changes are also referred to by this term 2. Growth is a kind of development 2. Development is wider, and includes growth also 3. Physical growth, in some cases, may be a pre- 3. Development may take place without any condition for motor, mental or cognitive development concreate/physical growth 4. Growth is only physical. 4. Development may be physical, mental or emotional 5. Growth becomes apparent through increase in size 5. Development is perceived through and weight of some organ/limb behavior too. LESSON 2. Principles of Growth and Development The sequence of development is predictable even though the emergence of specific skills varies with each person. For example, not all infants roll over at the same age, but most roll over before they crawl (DeLaune & Ladner, 2002, p. 307). Everyone’s physical development has a predetermined genetic because of inheritance patterns carried on the chromosomes. Thus, an unborn child begins life with specific physical attributes. Environmental factors from birth through the early years of growth provide initial psychological and social contact through positive and negative experiences with caregivers. (Taylor, Lillis, Le Mone & Lynn, 2011, p. 358). As environmental influences expand beyond the immediate caregivers or family, development is influenced by a wide variety of psychosocial experiences. Cognitive, moral LSPU SELF-PACED LEARNING MODULE: HUMAN BEHAVIOR AND VICTIMOLOGY Prepared by: ROLAND N. RESURRECCION  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited and spiritual development are fostered through interactions within the family, school, and community (Taylor, Lillis, Le Mone & Lynn, 2011, p. 359). All persons have individual talents and abilities that contribute to their development as unique entities. There are no absolute rules in predicting the exact rate of development for an individual. However, some general principles relate to the growth and development of all humans (Table 2). TABLE 2 Principles of Growth and Development Principle Example/Description 1. Development occurs in cephalocaudal (head-to- An infant raises his head before sitting up toe) 2. Development occurs in proximodistal (middle The infant is able to move his arms before picking up and radiates outside) objects with hands and fingers. 3. Development occurs in an orderly manner from An infant crawl before walking. A child holds a simple to complex and from general to specific crayon with the entire hand before being able to grasp it between thumb and finger. 4. The pattern of growth and development is Periods of rapid growth (similar to growth spurts of continuous, orderly, and predictable. However, adolescence) alternate with periods of slower growth and development do not proceed at a growth (as seen in middle adulthood) consistent rate 5. All individuals go through the same Individual differences occur but the process is developmental processes consistent 6. Every person proceeds through stages of growth A child who grows more slowly may be shorter than and development at an individual rate. other children of the same age. 7. Every stage of development has specific An infant is dependent on others for physical and characteristics. emotional survival. Adolescence is characterized by a search for identity. 8. Each stage of development has certain tasks to An infant must master the psychological task of be achieved during specific time. Tasks of one developing trust in order to mature as an adolescent developmental. stage become the foundation for who can establish a separate identity. tasks in subsequent states. 9. Some stages of growth and development are The first trimester of pregnancy is a critical time for more critical than others fetal development. During this critical phase, the developing human is most vulnerable to damage from toxins (e.g. drugs, chemicals, viruses). LESSON 3. Factors That Influence Development Human development can be influenced by the following factors: 1. Heredity – Genetic information is passed from parents to children. Heredity is the genetic blueprint for an individual’s development. 2. Health Status – Individuals experiencing wellness progress through the lifespan as expected. Achievement of development milestone can be delayed by illness or disability. Individuals with a chronic condition may meet delayed developmental milestone. 3. Life Experiences – The rate of development can be influenced by life experiences. For example, a child whose family has few resources for food, shelter and other needs has a higher risk of lagging in physical growth and development than a child whose family has plenty resources. 4. Culture – Individuals are expected to master certain skills at each developmental period, but the age for mastery is determined partly by culture. For example, some culture expects mate selection at age 12 or 13, with the birth of a child soon after (DeLaune & Ladner, 2002, p.306-307). LSPU SELF-PACED LEARNING MODULE: HUMAN BEHAVIOR AND VICTIMOLOGY Prepared by: ROLAND N. RESURRECCION  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Human development is affected by many factors which may be advantageous or detrimental. These factors may be biological or a result of person who uses services’ experiences and/or the influences of the environment in which individuals are raised. This is the so-called nature versus nurture debate (Wali and Regis, 2012, p. 2). A brief presentation of the different influences to human development One need to have a broad understanding of how both nature and nurture contribute to the development of individuals (Wali and Regis, 2012, p. 2): 1. Genetic Influences: Cystic Fibrosis Down’s Syndrome Tourette’s Syndrome Hemophilia Huntington’s Disease Susceptibility to cancers and heart disease 2. Socio-economic influences: Family Education Housing Culture Access to health services Nutrition Income differences 3. Influences of the physical environment: Water pollution Air pollution Noise Pollution Housing condition/location Flooding Hygiene 4. Psychological influences: Self-concept Concept of others Fear Phobias Anxiety Influences on Growth and Development Heredity and environment influence a child’s growth and development. Discussions have persisted for years, and continue today, about which element has a stronger influence or whether they are of equal importance. Hereditary characteristics are inherited from parents and are often called genetic factors. Skin color, eye color, and body build are examples of hereditary characteristics. Environment is the sum of all the conditions and factors surrounding the child. Housing, neighborhood, number of siblings, placement in sibling order, and amount of healthcare available are examples of environmental elements. LSPU SELF-PACED LEARNING MODULE: HUMAN BEHAVIOR AND VICTIMOLOGY Prepared by: ROLAND N. RESURRECCION  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited A baby born into a large family may develop differently from one born into a small family. Religious practices, ethnicity, and location of birth also influence a child’s development (Rosdahl & Kowalski, 2012, p.102). LESSON 4. Themes of Human Development There are at least four themes that encompasses the explaining to human development: 1. The Nature/Nurture Theme The debate among developmental theorists about the relative importance of biological predispositions (nature) and environmental influences (nurture) as determinants of human development. Of course, there is a middle ground that is endorsed by many contemporary researchers who believe that the relative contributions of nature and nurture depend on the aspect of development in question. However, they stress that all complex human attributes such as intelligence, temperament, and personality are the end products of a long and involved interplay between biological predispositions and environmental forces). Their advice to us, then, is to think less about nature versus nurture and more about how these two sets of influences combine or interact to produce developmental change. 2. The Active/Passive Theme A debate among developmental theorists about whether children are active contributors to their own development or, rather, passive recipients of environmental influence. The active/passive theme goes beyond considering the child’s conscious choices and behaviors. That is, developmentalists consider a child active in development whenever any aspect of the child has an effect on the environment the child is experiencing. So, a temperamentally difficult infant who challenges the patience of his loving but frustrated parents is actively influencing his development, even though he is not consciously choosing to be temperamentally difficult. Similarly, a young preteen girl who has gone through the biological changes of puberty earlier than most of her classmates and friends did not choose this event. Nevertheless, the fact that she appears so much more mature than her peers is likely to have dramatic effects on the ways others treat her and the environment she experiences in general. 3. The Continuity/Discontinuity Theme There is a debate among theorists about whether developmental changes are quantitative and continuous, or qualitative and discontinuous (i.e., stage-like). One aspect of the continuity/discontinuity issue centers on whether developmental changes are quantitative or qualitative in nature. Quantitative changes are changes in degree or amount. For example, children grow taller and run a little faster with each passing year; and they acquire more and more knowledge about the world around them. Qualitative changes are changes in form or kind—changes that make the individual fundamentally different in some way than he or she was earlier. The transformation of a tadpole into a frog is a qualitative change. Similarly, an infant who lacks language may be qualitatively different from a preschooler who speaks LSPU SELF-PACED LEARNING MODULE: HUMAN BEHAVIOR AND VICTIMOLOGY Prepared by: ROLAND N. RESURRECCION  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited well, and an adolescent who is sexually mature may be fundamentally different from a classmate who has yet to reach puberty. Continuity theorists generally think that developmental changes are basically quantitative in nature, whereas discontinuity theorists tend to portray development as a sequence of qualitative changes. Discontinuity theorists are the ones who claim that we progress through developmental stages, each of which is a distinct phase of life characterized by a particular set of abilities, emotions, motives, or behaviors that form a coherent pattern (Shaffer & Kipp, 2010, p. 68-69). 4. The Holistic Nature of Development Theme The final major theme that has intrigued developmental scientists is the extent to which development is a holistic process versus a segmented, separate process. The question is whether different aspects of human development, such as cognition, personality, social development, biological development, and so forth, are interrelated and influence each other as the child matures. Early views of development tended to take a more segmented approach, with scientists limiting themselves to one area of development and attempting to study that development in isolation from influences from the other areas. Today, most developmental scientists adopt a more holistic perspective, believing that all areas of development are interdependent and that one cannot truly understand development change in one area without at least a passing knowledge of what is happening developmentally in other areas of the child’s life. It can be a challenge to take such a holistic perspective because it makes it necessary to consider many more variables when attacking a developmental problem. Nevertheless, we try to at least acknowledge the holistic nature of development and look for ways in which various aspects of developmental change interrelate as we study children’s development (Shaffer & Kipp, 2010, p. 70-71). LESSON 5. Dimensions of Human Development The dimensions of human development can be concisely discussed along the following: 1. Physiological Dimension – The physiological dimension of growth and development consists of physical size and functioning of the individual. It is influenced by the interaction of genetic predisposition, nutrition, the central nervous system (CNS), and other endocrine system. Table 3 depicts Sigmund Freud’s stages of psychosexual development (De Laune & Ladner, 2002, p. 309). TABLE 3 Freud’s Stages of Psychosexual Development Stage Age Description Oral Birth to 18 months Management of anxiety by using mouth and tongue Anal 18 months to 3 years Control of muscles, especially those controlling urination and defecation Phallic (“Oedipal”) 3 to 6 years Awareness of sex and genitalia Latency 6 to 12 years Exhibition of latent sexual development and energy LSPU SELF-PACED LEARNING MODULE: HUMAN BEHAVIOR AND VICTIMOLOGY Prepared by: ROLAND N. RESURRECCION  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Genital 12 years to adulthood Emergence of sexual interests and development of relationships with potential sexual partners NOTE: According to Freud (1961), to mature, a person must successfully travel through five stages of development (Table 3). In each stage, there is a task to be mastered. If the tasked is not achieved, the individual is halted (develops a fixation) at this stage. A fixation is characterized as either inadequate mastery or failure to achieve a developmental task. Havighurst (1972) theorized that there are six developmental stages of life, each with essential tasks to be achieved. Mastery of a task in one developmental stage is essential for mastery of tasks in subsequent stages (Table 4). Levinson (1978) studied men to determine developmental phases of young and middle adulthood. As a result of Levinson’s research, five “seasons” or “eras” (phases) were identified (Table 5). The midlife transition, which begins at approximately age 40, includes examining and structuring one’s life to one’s own satisfaction Table 4 shows Havighurst’s developmental stages and tasks development (DeLaune & Ladner, 2002, p. 311). TABLE 4 Havighurst’s Developmental Stages and Tasks Developmental Developmental Task Stage Infancy and Eat solid foods Early Childhood Walk Talk Control elimination of wastes Relate emotionally to others Distinguish right from wrong through development of a conscience Learn sex differences and sexual modesty Achieve psychological stability Form simple concepts of social and physical reality Middle Learn physical skills required for games Childhood Build healthy attitudes toward oneself Learn to socialize with peers Learn appropriate masculine or feminine role Gain basic reading, writing, and mathematical skills Develop concepts necessary for everyday living Formulate a conscience based on a value system Achieve personal independence Develop attitudes toward social groups and institutions Adolescence Establish more mature relationships with same-age individuals of both sexes Achieve a masculine or feminine social role Accept own body Establish emotional independence from parents Achieve assurance of economic independence Prepare for an occupation Prepare for marriage and establishment of a family Acquire skills necessary to fulfill civic responsibilities Develop a set of values that guides behavior LSPU SELF-PACED LEARNING MODULE: HUMAN BEHAVIOR AND VICTIMOLOGY Prepared by: ROLAND N. RESURRECCION  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Early Adulthood Select a partner Learn to live with a partner Start a family Manage a home Establish self in a career/occupation Assume civic responsibility Become a part of a social group Middle Fulfill civic and social responsibilities Adulthood Maintain an economic standard of living Assist adolescent children to become responsible, happy adults Relate to one’s partner Adjust to physiological changes Adjust to aging parents Later Maturity Adjust to physiological changes and alterations in health status Adjust to retirement and altered income Adjust to death of spouse Develop affiliation with one’s age group Meet civic and social responsibilities Establish satisfactory living arrangements Table 5 shows Levinson’s theory on “Seasons of Adulthood” (De Laune & Ladner, 2002, p. 309). TABLE 5 Levinson’s Seasons of Adulthood Age Season (Phase) Characteristics 18-20 years Early adult transition Seeks independence by separating from family 21-27 years Entrance into the adult world Experiments with different careers and lifestyles 28-32 years Transition Makes lifestyle adjustments 33-39 years Settling down Experiences greater stability 45-65 years Pay-off years Is self-directed and engages in self-evaluation 2. Cognitive Dimension – The way a person thinks and understands the world shapes that person’s perception, memory, attitude, action, and judgment and is the basis of cognitive theory. It develops as an individual progresses through life. Cognition is an adaptive process. Intelligent beings are being able to change behavior in response to the demands of an ever-changing environment. Three Processes of Interaction Individuals learn by interacting with the environment using three processes: assimilation, accommodation, and adaptation: 1. Assimilation is the process of taking in new experiences or information; 2. Accommodation allows for adjustment of thinking to the new information increase understanding; and 3. Adaptation is the change resulting from assimilation and accommodation. NOTE: Jean Piaget (1963), studied the differences between children’s thinking patters at different changes and how intelligence is used to solve problems and answer questions (Table 6). He theorized that LSPU SELF-PACED LEARNING MODULE: HUMAN BEHAVIOR AND VICTIMOLOGY Prepared by: ROLAND N. RESURRECCION  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited children learn to think by playing (De Laune & Ladner, 2002, p. 312). TABLE 6 Piaget’s Phases of Cognitive Development Phase Age Description Sensorimotor Birth to 2 years Sensory organs and muscles become more functional. Stage 1: Use of reflexes Birth to 1 month Movements are primarily reflexive Stage 2: Primary circular reaction 1–4 months Perceptions center around one’s body. Objects are perceived as extensions of the self. Stage 3: Secondary circular 4–8 months Becomes aware of external environment. reaction Initiates acts to change the environment Stage 4: Coordination of 8–12 months Differentiates goals and goal-directed activities. secondary schemata Stage 5: Tertiary circular reaction 12–18 months Experiments with methods to reach goals. Develops rituals that become significant Stage 6: Invention of new means 18–24 months Uses mental imagery to understand the environment. Uses fantasy (“make-believe”). Preoperational 2–7 years Emerging ability to think. Preconceptual stage 2–4 years Thinking tends to be egocentric. Exhibits use of symbolism Intuitive stage 4–7 years Unable to break down a whole into separate parts. Able to classify objects according to one trait. Concrete Operations 7–11 years Learns to reason about events in the here-and- now. Formal Operations 11+ years Able to see relationships and to reason in the abstract. 3. Moral Dimension – The moral dimension is a person’s value system, which helps one differentiate right and wrong. Closely related to emotional and cognitive development is moral maturity (the ability to independently decide for oneself what is ‘right”). NOTE: Lawrence Kohlberg (1977), established a framework for understanding how individuals determine a moral code to guide their behavior. Kohlberg’s model states that a person’s ability to make moral judgments and behave in a morally correct manner develops over a period of time. Kohlberg stated that there are six stages of moral development. Each state is built on the previous stage and becomes the foundation for successive stages (Table 7). Moral development progresses in relationship to cognitive development. Individuals who are able to think at higher levels have the necessary reasoning skills on which to base moral decisions (De Laune & Ladner, 2002, p. 313). LSPU SELF-PACED LEARNING MODULE: HUMAN BEHAVIOR AND VICTIMOLOGY Prepared by: ROLAND N. RESURRECCION  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited TABLE 7 Kohlberg’s Stages of Moral Development Level and Stage Description Level I: Preconventional Authority figures are obeyed. (Birth to 9 years) Misbehavior is viewed in terms of damage done. Stage 1: Punishment and obedience A deed is perceived as “wrong” if one is punished; the activity is orientation “right” if one is not punished Stage 2: Instrumental- relativist “Right” is defined as that which is acceptable to and approved by orientation the self. When actions satisfy one’s needs, they are “right.” Level II: Conventional Cordial interpersonal relationships are maintained. (9–13 years) Approval of others is sought through one’s actions. Stage 3: Interpersonal concordance Authority is respected. Stage 4: Law and order orientation Individual feels “duty bound” to maintain social order. Behavior is “right” when it conforms to the rules. Level III: Postconventional Individual understands the morality of having (13+ years) democratically established laws. Stage 5: Social contract orientation It is “wrong” to violate others’ rights. Stage 6: Universal ethics orientation The person understands the principles of human rights and personal conscience. Person believes that trust is basis for relationships. NOTE: Gilligan’s (1988) theory of moral development is based on research that studies women. Women tend to describe, moral issues in the context of human relationships and seek to avoid hurting others (Table 8). Women’s moral judgments revolves around three basic issues: a concern with survival, a focus on goodness, and an understanding of other’s need for care (De Laune & Ladner, 2002, p. 314). TABLE 8 Gilligan’s Theory of Moral Development Level Characteristics I. Orientation of Individual Concentrates on what is best for self Survival Transition Selfish Dependent on others Transition 1: From Selfishness Recognizes connections to others to Responsibility Makes responsible choices in terms of self and others II. Goodness as Self-Sacrifice Puts needs of others ahead of own Feels responsible for others Is dependent May use guilt to manipulate others when attempting to “help” Transition 2: From Goodness Decisions based on intentions and consequences, not on others’ responses to Truth Considers needs of self and others Wants to help others while being responsible to self Increased social participation III. Morality of Nonviolence Sees self and others as morally equal Assumes responsibilities for own decisions Basic tenet to hurt no one including self Conflict between selfishness and selflessness Self-judgment is not dependent on others’ perceptions but rather on consequences and intentions of actions 4. Spiritual Dimension – The spiritual dimension is described as a sense of personal meaning. The term spirit is derived from the Latin word meaning breath, air, and wind. Thus, spirit refers to whatever gives life to a person. LSPU SELF-PACED LEARNING MODULE: HUMAN BEHAVIOR AND VICTIMOLOGY Prepared by: ROLAND N. RESURRECCION  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Spirituality refers to the relationships with oneself, others, and a divine source of a higher power. It does not refer to a specific religion. Spirituality is developed throughout life. NOTE: Fowler’s (1981) theory of spiritual development was influenced by the works pf Erikson, Piaget and Kohlberg. Fowler’s theory composed of a pre-stage and six distinct stages of faith development. Even though individuals will vary in the age at which they experience each stage, the sequence of stages remains the same (Table 9) describes Fowler’s theory (White, Duncan, & Baumle, 2011, p. 204). TABLE 9 Fowler’s Stages of Faith Stage Age Characteristics Pre-Stage: Undifferentiated faith Infant Trust, hope, and love compete with environmental inconsistencies or threats of abandonment Stage 1: Intuitive-projective faith Toddler- Imitates parental behaviors and attitudes preschooler about religion and spirituality Has no real understanding of spiritual concepts Stage 2: Mythical-literal faith School-aged child Accepts existence of a deity Religious and moral beliefs are symbolized by stories Appreciates others’ viewpoints Accepts concept of reciprocal fairness Stage 3: Synthetic-conventional Adolescent Questions values and religious beliefs in an faith attempt to form own identity Stage 4: Individuative-reflective Late adolescent and Assumes responsibility for own attitudes and faith young adult beliefs Stage 5: Conjunctive faith Adult Integrates other perspectives about faith into own definition of truth Stage 6: Universalizing faith Adult Makes concepts of love and justice tangible. 5. Psychosocial Dimension – Growth and development’s psychological dimension consist of feelings and interpersonal relationships. A positive self-concept (Perception of one’s self, including body image, self-esteem, and ideal self) is an important part of person’s happiness and success. Characteristics of an individual with a positive self-concept include: Self-confident Willing to take risks Able to accept criticism and not become defensive Able to adapt to stressors Has innovative problem-solving skills People with a positive self-concept believe in themselves and set goals they can achieve. Achieving the goals reinforces their positive self-concept. An individual with a negative or poor self-concept on the other hand, is likely to have a low self-esteem, a lack of confidence, and difficulty setting and achieving goals. A person LSPU SELF-PACED LEARNING MODULE: HUMAN BEHAVIOR AND VICTIMOLOGY Prepared by: ROLAND N. RESURRECCION  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited with a positive self-concept is more likely to change unhealthy habits (such as smoking and sedentary lifestyle) to promote health than someone with a negative concept (White, Duncan, & Baumle, 2011, p.201-202). NOTE: Erik Erikson (1968) expanded Freud’s concept of development stages by theorizing that psychosocial development is a lifelong process that does not end with the cessation of adolescence. Just as physical growth patterns can be predicted, certain psychosocial tasks must be mastered in each developmental stage. Erikson’s model proposes that psychosocial development is a series of conflicts that can have favorable or unfavorable outcomes (Table 10). These conflicts occur in eight development stages of life (De Laune & Ladner, 2002, p. 310). TABLE 10 Erikson’s Stages of Psychosocial Development Stage Age Task to be Implications Achieved Trust vs Birth to Develop a sense of Consistent, affectionate care promotes successful Mistrust 18 trust in others mastery months Inadequate, inconsistent care produces an unfavorable outcome at this stage Autonomy vs. 18 Learn self-control The child needs support, praise, and encouragement to Shame and months use newly acquired skills of independence. doubt to Shaming or insulting the child will lead to unnecessary 3 years dependence Initiative vs. 3–6 Initiate Give clear explanations for events and encourage Guilt years spontaneous creative activities. activities Threatening punishment or labeling behavior as “bad” leads to development of guilt and fears of doing wrong. Industry vs. 6–12 Develop To build confidence, recognize the child’s Inferiority years necessary social accomplishments. skills Unrealistic expectation or excessively harsh criticism leads to a sense of inadequacy. Identity vs. 12–20 Integrate Help the adolescent make decisions. Role diffusion years childhood Encourage active participation in home events. experiences into a Assist with planning for the future. personal identity Intimacy vs. 18–25 Develop Teach the young adult to establish realistic goals. Isolation years commitments to Avoid ridiculing romances or job choices. others and to a life work (career) Generativity 21–45 Establish a family Provide emotional support. vs. Stagnation years and become Recognize individual accomplishments and provide productive appropriate praise. Integrity vs. 45+ View one’s life as Explore positive aspects of one’s life. Despair years meaningful and Review contributions made by the individual. fulfilling LSPU SELF-PACED LEARNING MODULE: HUMAN BEHAVIOR AND VICTIMOLOGY Prepared by: ROLAND N. RESURRECCION  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited NOTE: Harry Stack Sullivan (1953) theorized that relationships with others influence how one’s personality develops (Table 11). Approval and disapproval from significant others shape the formation of one’s personality. To form satisfying relationships with others, an individual must complete six stages of development (De Laune & Ladner, 2002, p. 312). TABLE 11 Sullivan’s Interpersonal Model of Personality Development Stage Age Description Infancy Birth to 18 months Infant learns to rely on caregivers to meet needs and desires. Childhood 18 months to 6 years Child begins learning to delay immediate need for gratification of needs and desires. Juvenile 6–9 years Child forms fulfilling peer relationships. Pre-adolescence 9–12 years Child relates successfully to same-sex peers. Early adolescence 12–14 years Adolescent learns to be independent and forms relationships with members of opposite sex. Late adolescence 14–21 years Person establishes an intimate, long-lasting relationship with someone of the opposite sex. NOTE: Intrapsychic Theory (also called psychodynamic) focuses on an individual’s unconscious processes. Feelings, needs, conflicts, and drives are considered to be motivators of behavior, learning, and development (Figure 1). Sigmund Freud and Erik Erikson are the two major intrapsychic theorists (De Laune & Ladner, 2002, p.308). Positive Self-belief REMEMBER THIS Realistic Goals Goal Achievement (Success) Figure 1. Self-Fulfilling Cycle in Positive Self-Concept LSPU SELF-PACED LEARNING MODULE: HUMAN BEHAVIOR AND VICTIMOLOGY Prepared by: ROLAND N. RESURRECCION  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Figure 2 summarizes the holistic nature of individuals (White, Duncan, & Baumle, 2011, p.204). Psychological REMEMBER THIS: Spiritual INDIVIDUAL Psychosocial Moral Cognitive Figure 2. Holistic Nature of Individuals CONTEMPLATE ON THIS: “Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I’ll guarantee to take any one at random and train him to become any type of specialist I might select – doctor, lawyer, artist – regardless of his talents, penchants, tendencies, abilities, vocations and race of his ancestors”. J. B. Watson (1930) What Is Development? Development refers to the systematic continuities and changes that people display over the course of their lives that reflect the influence of biological maturation and learning. Maturation are developmental changes in the body or behavior that result from the aging process rather than from learning, injury, illness, or some other life experience. Learning is a relatively permanent change in behavior (or behavioral potential) that results from one’s experiences or practice. Developmentalists come from many disciplines and all study the process of development. Developmental psychology is the largest of these disciplines. Normative developments are typical developments characterizing all members of a species; ideographic developments describe those that vary across individuals. Developmentalists’ goals are to describe, to explain, and to optimize development. LSPU SELF-PACED LEARNING MODULE: HUMAN BEHAVIOR AND VICTIMOLOGY Prepared by: ROLAND N. RESURRECCION  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Some Basic Observations about the Character of Development 1. A Continual and Cumulative Process Although no one can specify precisely what adulthood holds in store from even the most meticulous examination of a person’s childhood, developmentalists have learned that the first 12 years are extremely important years that sets the stage for adolescence and adulthood. Who we are as adolescents and adults also depends on the experiences we have later in life. 2. A Holistic Process - A unified view of the developmental process that emphasizes the important interrelationships among the physical, mental, social, and emotional aspects of human development. 3. Plasticity - It refers to a capacity for change in response to positive or negative life experiences. 4. Historical/Cultural Context No single portrait of development is accurate for all cultures, social classes, or racial and ethnic groups. Each culture, subculture, and social class transmits a particular pattern of beliefs, values, customs, and skills to its younger generations, and the content of this cultural socialization has a strong influence on the attributes and competencies that individuals display. Development is also influenced by societal changes: historical events such as wars, technological breakthroughs such as the development of the Internet, and social causes such as the gay and lesbian rights movement. Each generation develops in its own way, and each generation changes the world for succeeding generations (Schaffer & Kipp, 2010, p. 2- 7). Nature versus Nurture One of the key debates in developmental psychology is that of nature versus nurture. The basic tenet of this debate is centered on whether the child is born with capacities and abilities that develop naturally over time regardless of up-bringing, or whether the child needs social interaction and society in order to shape them. John Locke (1632–1704), a British philosopher, described the influence of society on a person and were instrumental in the development of law and government in European society. His essay Concerning Human Understanding (1690) is key to the nature vs nurture debate and to understanding the principles of developmental psychology. Locke was an empiricist (someone who relies on observation and experimentation to determine the truth about something). He believed in the scientific methods of observation and systematic experimentation in finding truth and knowledge. He wrote of the tabula rasa – the soft or blank tablet of the mind – and applied this concept to the child. He viewed children as being born essentially as a ‘blank canvas’, and only through social interaction does the child learn to speak, learn emotions and morals, and learn to exist within a society that ultimately has been created for the safe keeping of its inhabitants. Jean-Jacques Rousseau (1712–78) was keenly influenced by John Locke and closely studied his texts on the humanization and understanding of society. Rousseau LSPU SELF-PACED LEARNING MODULE: HUMAN BEHAVIOR AND VICTIMOLOGY Prepared by: ROLAND N. RESURRECCION  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited agreed with Locke that social norms and values were a strong factor in creating a person through experiences and contact with others. However, where Rousseau and Locke differed was in their vision of the new-born infant and the nature of the society he or she was born into. Locke believed the infant to be a ‘clean slate’ to be manipulated into a form acceptable to society. He saw value and integrity in the spirit of society. Rousseau, however, saw the role of society from a different perspective and coined the term the ‘noble savage’ to describe the innocent, good child who becomes corrupted by society and all that is wrong within it. For Rousseau, society was an insincere and crooked place that was harmful to children, who by sheer luck of birth he considered were almost angelic in nature (Gillibrand, et al, 2011, p.6). The twenty-first-century debate: nature versus nurture – is there another way? In the twenty-first century, most psychologists have decided that neither nature nor nurture on its own is likely to be fully accountable for the physical, emotional and cognitive development of the child. Although some theorists may cling more tightly to one side or the other of the nature versus nurture debate, most will concede that it is likely that there is an interaction between the two that can be identified as a point on a continuum. Figure 6 represents the connection between the influence of nature and the influence of nurture on an aspect of behavior (Rosdahl & Kowalski, 2012, p.102). REMEMBER THIS: BEHAVIOR Nature Nurture Figure 3. The Nature versus Nurture Continuum Other considerations in developmental Psychology 1. The importance of early experiences One of the key factors in the argument about the importance of early experiences is whether we continue to develop socially, emotionally and cognitively into adulthood or whether we are essentially fully formed during early childhood. Although the study of developmental psychology focuses on childhood as the most important time of development, there is also a growing recognition of the nature of adulthood as a period of continuing change and development. 2. Stage theories of development Theories based on the idea that we progress through a pattern of distinct stages over time. These stages are defined by the acquisition or presence of abilities and we generally pass through them in a specified order and during a specified age range. 3. Continuous versus discontinuous development Continuous development, change that occurs at a steady pace, perhaps showing a constant, consistent improvement or growth. LSPU SELF-PACED LEARNING MODULE: HUMAN BEHAVIOR AND VICTIMOLOGY Prepared by: ROLAND N. RESURRECCION  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Discontinuous development, change that occurs in what appear to be great bursts of achievement following a period of steady consolidation of perhaps knowledge or skill. 4. Asynchronous development The situation that arises when a child is performing at a more advanced stage in one developmental skill and a less advanced stage in a second developmental skill (Buman, 2007). LESSON 7. Foundations of Developmental Theory in Criminology The foundation of developmental theory can be traced to the pioneering work of Sheldon Glueck and Eleanor Glueck. While at Harvard University in the 1930s, the Gluecks popularized research on the life cycle of delinquent careers. In a series of longitudinal research studies, they followed the careers of known delinquents to determine the social, biological, and psychological characteristics that predicted persistent offending (Seigel, 2010, p. 272). 1. Life course theory Life course theory views criminality as a dynamic process, influenced by a multitude of individual characteristics, traits, and social experiences. As people travel through the life course, they are constantly bombarded by changing perceptions and experiences, and as a result their behavior will change directions, sometimes for the better and sometimes for the worse (Seigel, 2010, p. 272). Life course fundamentals According to the life course view, even as toddlers, people begin relationships and behaviors that will determine their adult life course. At first, they must learn to conform to social rules and function effectively in society. Later they are expected to begin to think about careers, leave their parental homes, find permanent relationships, and eventually marry and begin their own families. These transitions are expected to take place in order— beginning with finishing school, then entering the workforce, getting married, and having children(Seigel, 2010, p. 273). 2. Latent trait theories In a critical 1990 article, David Rowe, D. Wayne Osgood, and W. Alan Nicewander proposed the concept of latent traits to explain the flow of crime over the life cycle. Their model assumes that a number of people in the population have a personal attribute or characteristic that controls their inclination or propensity to commit crimes. This disposition, or latent trait, may be either present at birth or established early in life, and it can remain stable over time. Suspected latent traits include defective intelligence, damaged or impulsive personality, genetic abnormalities, the physical-chemical functioning of the brain, and environmental influences on brain function such as drugs, chemicals, and injuries (Seigel, 2010, p. 272). Exhibits 1 and 2 shows the principal life course and latent trait theories (Agnew, R. (2005). LSPU SELF-PACED LEARNING MODULE: HUMAN BEHAVIOR AND VICTIMOLOGY Prepared by: ROLAND N. RESURRECCION  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited EXHIBIT 1. Principal Life Course Theories Name: SOCIAL DEVELOPMENT MODEL (SDM) Name: GENERAL THEORY OF CRIME AND DELINQUENCY (GTCD) Principal Theorists: J. David Hawkins, Richard Primary Theorist: Robert Agnew Catalano Major Premise: Community-level risk factors Major Premise: Crime and social relations are make some people susceptible to antisocial reciprocal. Family relationships, work behaviors. Preexisting risk factors are either experiences, school performance, and peer reinforced or neutralized by socialization. To relations influence crime. In turn, antisocial control the risk of antisocial behavior, a child acts have a significant impact on family must maintain prosocial bonds. Over the life relationships, work experiences, school course involvement in prosocial or antisocial performance, and peer relations. Engaging in behavior determines the quality of crime leads to a weakened bond with attachments. Commitment and attachment to significant others and strengthens the conventional institutions, activities, and beliefs association with criminal peers. Close ties to insulate youths from the criminogenic criminal peers weaken bonds to conventional influences in their environment. The prosocial society. path inhibits deviance by strengthening bonds Crime is most likely to occur when the to prosocial others and activities. Without the constraints against crime (e.g., fear of proper level of bonding, adolescents can punishment, stake in conformity, self-control) succumb to the influence of deviant others. are low and the motivations for crime (e.g., beliefs favorable to crime, exposure to Name: INTERACTIONAL THEORY criminals, criminal learning experiences) are Principal Theorists: Terence Thornberry and high. The way an individual reacts to Marvin Krohn, Alan Lizotte, Margaret constraints and motivations is shaped by five Farnworth key elements of human development, called life Major Premise: The onset of crime can be domains: traced to a deterioration of the social bond 1. Self. Irritability and/or low self-control. during adolescence, marked by weakened 2. Family. Poor parenting and no marriage or a attachment to parents, commitment to school, bad marriage. and belief in conventional values. The cause of 3. School. Negative school experiences and crime and delinquency is bidirectional: weak limited education. bonds lead kids to develop friendships with 4. Peers. Delinquent friends. deviant peers and get involved in delinquency. 5. Work. Unemployment or having a bad job. Frequent delinquency involvement further The structure and impact of each of the life weakens bonds and makes it difficult to domains are continuously evolving; each has reestablish conventional ones. Delinquency- an influence over the other; they are mutually promoting factors tend to reinforce one interdependent another and sustain a chronic criminal career. Kids who go through stressful life events such as a family financial crisis are more likely to later get involved in antisocial behaviors and vice versa. Criminality is a developmental process that takes on different meaning and form as a person matures. During early adolescence, attachment to the family is critical; by mid-adolescence, the influence of the family is replaced by friends, school, and youth culture; by adulthood, a person’s behavioral choices are shaped by his or her LSPU SELF-PACED LEARNING MODULE: HUMAN BEHAVIOR AND VICTIMOLOGY Prepared by: ROLAND N. RESURRECCION  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited place in conventional society and his or her own nuclear family. Although crime is influenced by these social forces, it also influences these processes and associations. Therefore, crime and social processes are interactional. Exhibit 2. Some Important Latent Trait Theories Name: INTEGRATED COGNITIVE Interpersonal coercion is direct, involving the ANTISOCIAL POTENTIAL (ICAP) THEORY use or threat Principal Theorist: David Farrington of force and intimidation from parents, peers, Latent Trait: Antisocial potential and significant Major Premise: People maintain a range of others. Impersonal coercion involves antisocial potential (AP), the potential to pressures beyond individual commit antisocial acts. AP can be viewed as control, such as economic and social pressure both a long- and short-term phenomenon. caused by unemployment, poverty, or Those with high levels of long-term AP are at competition among businesses or other groups. risk for offending over the life course; those High levels of coercion produce criminality, with low AP levels live more conventional lives. especially when the episodes of coercive Though AP levels are fairly consistent over behavior are inconsistent and random, because time, they peak in the teenage years because of this teaches people that they cannot control the effects of maturational factors—such as their lives. Chronic offenders grew up in homes increase in peer influence and decrease in where parents used erratic control and applied family influence—that directly affect crime it in an inconsistent fashion. rates. Long-term AP can be reduced by Name: CONTROL BALANCE THEORY lifechanging events such as marriage. There is Principal Theorist: Charles Tittle also short-term AP when immediate life events Latent Trait: Control/balance may increase a personal antisocial potential so Major Premise: The concept of control has two that, in the immediate moment, people may distinct elements: the amount of control one is advance their location on the AP continuum. subject to by others and the amount of control For example, a person with a relatively low one can exercise over others. Conformity long-term AP may suffer a temporary results when these two elements are in amplification if he is bored, angry, drunk, or balance; control imbalances produce deviant frustrated. According to the ICAP theory, the and criminal behaviors. Those people who commission of offenses and other types of sense a deficit of control turn to three types of antisocial acts depends on the interaction behavior to restore balance: (1). Predation between the individual (with his immediate involves direct forms of physical violence, such level of AP) and the social environment as robbery, sexual assault, or other forms of (especially criminal opportunities and victims). assault. (2). Defiance challenges control Name: DIFFERENTIAL COERCION THEORY mechanisms but stops short of physical harm: Principal Theorist: Mark Colvin for example, vandalism, curfew violations, and Latent Trait: Perceptions of coercion unconventional sex. (3). Submission involves passive obedience to the demands of others, LSPU SELF-PACED LEARNING MODULE: HUMAN BEHAVIOR AND VICTIMOLOGY Prepared by: ROLAND N. RESURRECCION  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Major Premise: Perceptions of coercion begin such as submitting to physical or sexual abuse early in life when children experience punitive without response. forms of discipline—both physical An excess of control can result in crimes of attacks and psychological coercion, including (1) exploitation, which involves using others to negative commands, critical remarks, teasing, commit crimes, such as contract killers or drug humiliation, whining, yelling, and threats. runners, (2) plunder, which involves using Through these destructive family interchanges, power without regard for others, such as coercion becomes ingrained and guides committing a hate crime or polluting the reactions to adverse environment, or (3) decadence, which involves situations that arise in both family and spur of the moment, irrational acts such as nonfamily settings. There are two sources of child molesting. coercion: interpersonal and impersonal. LSPU SELF-PACED LEARNING MODULE: HUMAN BEHAVIOR AND VICTIMOLOGY Prepared by: ROLAND N. RESURRECCION  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Performance Tasks REMEMBER: All your answers will be treated with strict confidentiality and for academic purposes only. Answer the following questions with honesty and independence. PT 1: KNOWING THE KEY TERMS Directions: Refer to the twenty (20) key terms listed. State the meaning of the terms and indicate what specific lesson in which the term belongs (40 pts.) Points System: 1 point – definition 1 point – indication of the specific location of the term 2 points – maximum points per item Example: 1. Growth – It is defined as the measurable changes in the physical size of the body and its parts. Growth patterns can be predicted even though it is not a steady process (Lesson 1). LSPU SELF-PACED LEARNING MODULE: HUMAN BEHAVIOR AND VICTIMOLOGY Prepared by: ROLAND N. RESURRECCION  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited LSPU SELF-PACED LEARNING MODULE: HUMAN BEHAVIOR AND VICTIMOLOGY Prepared by: ROLAND N. RESURRECCION  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited PT 2(Refer to Lesson 1) Directions: In the provided for, list down at least five features that you observed in yourself (10 points). Point System: 1 point per item Growth Development 1. 1. 2. 2. 3. 3. 4. 4. 5. 5. In addition, state and explain at least five events in your life in which can you can describe as a critical period. LSPU SELF-PACED LEARNING MODULE: HUMAN BEHAVIOR AND VICTIMOLOGY Prepared by: ROLAND N. RESURRECCION  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited PT 3 (refer to Lesson 2) Directions: Observe a younger person and an older person either within your family or a neighbor and in the space provided for, choose at least five principles as enumerated in table 2 and provide what you have observed as an example to the principle that you have chosen. a. Younger person Principles Observation/Description 1. 1. 2. 2. 3. 3. 4. 4. 5. 5. b. Older person Principles Observation/Description 1. 1. 2. 2. 3. 3. 4. 4. 5. 5. LSPU SELF-PACED LEARNING MODULE: HUMAN BEHAVIOR AND VICTIMOLOGY Prepared by: ROLAND N. RESURRECCION  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited PT 4 (refer to Lesson 3) Directions: In the provided for, list down features that you observed in yourself and explain how it affected your behavior. In case there are factors that cannot fit you (example, you do not have issues regarding health status), an interview may be conducted to another person. A. Factors of Human Development Factors Description and the effect in behavior 1. Heredity 1. 2. 3. 4. 5. 2. Health Status 1. 2. 3. Life Experiences 1. 2. 3. 4. Culture 1. 2. 3. 4. 5. LSPU SELF-PACED LEARNING MODULE: HUMAN BEHAVIOR AND VICTIMOLOGY Prepared by: ROLAND N. RESURRECCION  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited B. Some cultures allow parental arrangement of marriage of their children, in the space provided for, write your opinion regarding the issue. State whether you agree or disagree and explain. LSPU SELF-PACED LEARNING MODULE: HUMAN BEHAVIOR AND VICTIMOLOGY Prepared by: ROLAND N. RESURRECCION  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited PT 5 (refer to Lesson 4) Directions: Choose at least one of the themes of human development and explain why you have chosen it. Write your answer in the space provided for. LSPU SELF-PACED LEARNING MODULE: HUMAN BEHAVIOR AND VICTIMOLOGY Prepared by: ROLAND N. RESURRECCION  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Understanding Directed Assess Rubric for Grading Essay Missing or Below Expectations Meets Excellent Work Points Criteria Serious Problem Expectations Earned 0 1 2 3 Relevance of The essay did not Answer is incomplete. Answer is brief Answer is complete; answer to the answer the Excessive discussion with insufficient sufficient detail question question of unrelated issues detail. Unrelated provided to support and/or significant issues were assertions; answer errors in content introduced focuses only on issues and/or minor related to the question; errors in content. factually correct Thoroughness None of the Serious gaps in the Most of the basic Deals fully with the of answer relevant details basic details needed details are entire question were included included but some are missing Organization Weak Minor problems of Clear and logical and logic of organization; organization or logic; presentation; answer sentences Needs work on good rambling; ideas creating transitions development of are repeated between ideas an argument; Transitions are made clearly and smoothly Mechanics of Major problems Frequent problems Clear, readable, writing with mechanics of with mechanics of prose. Good use (spelling, language; language; Occasional of transitions; no punctuation, Awkward awkward sentences problems with grammar, sentence spelling, LSPU SELF-PACED LEARNING MODULE: HUMAN BEHAVIOR AND VICTIMOLOGY Prepared by: ROLAND N. RESURRECCION  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited clarity of construction; Poor and poor transitions; punctuation, or prose or absent reduce readability grammar. transitions; Frequently difficult to understand TOTAL POINTS (10 possible) Learning Resources Books Agnew, R. (2005). Why do criminals offend? A general theory of crime and Delinquency. Roxbury Publishing. Burman, E. (2007). Deconstructing developmental Psychology. Routledge. DeLaune, S. C. & Ladner, P. K. (2002). Fundamentals of nursing : Standards and practice (2nd Ed). Delmar; Thompson Learning. Gillibrand, R., Lam, V., & O’Donnell, V. L. (2011). Developmental psychology (2nd Ed). Pearson. Rosdahl, C. B. & Kowalski, M. T. (2012). Textbook of basic nursing (10th Ed). Wolters Kluwer; Lippincott Williams & Wilkins. Seigel, L.J. (2010). Criminology: Theories, patterns, and typologies (10th Ed.). Wadsworth Cengage Learning. Shaffer, D. R. & Kipp, K. (2010). Developmental psychology: Childhood and adolescence (8th Ed). Wadsworth Cengage Learning. Taylor, C.R., Lillis, C., LeMone, P., & Lynn, P. (2011). Fundamentals of nursing: The art and science of nursing care (7th Ed). Wolters Kluwer; Lippincott Williams & Wilkins. LSPU SELF-PACED LEARNING MODULE: HUMAN BEHAVIOR AND VICTIMOLOGY Prepared by: ROLAND N. RESURRECCION  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited White, L., Duncan, G., & Baumle, W (2011). Foundations of basic nursing. Cengage Learning. Electronic Sources Bhargava, R. (n.d.). Growth and development of a child: Top 7 principles. https://www.yourarticlelibrary.com/child-development-2/growth-and- development-of-a- child- top-7-principles/76779. Wali, D. & Regis, C. (2012, September). Understanding human behavior and development. https://www.yumpu.com/en/document/read/10566964/understanding-human- behaviour-pdf-community. LSPU SELF-PACED LEARNING MODULE: HUMAN BEHAVIOR AND VICTIMOLOGY Prepared by: ROLAND N. RESURRECCION