SW 3 PRELIM TOPICS

HUMAN BEHAVIOR AND THE  Changes that are repetitive, such as

SOCIAL ENVIRONMENT the school semester cycle or the
crop harvest cycle
“Multidimensional” approach is…
SHIFTS
 Based on the belief that human
behavior is dynamic  Changes that are sudden, such as
o Developed through internal & those caused by death, illness,
external forces trauma, natural disaster, & war
 Influenced by the interaction of
TIME ORIENTATION
person, environment, & time
o A person is shaped by an ever  The way we think about time, such
changing environment & the as “past, present, future”
environment is shaped by the  This especially depends on our
person culture
o Both are shaped by “time”  A multidimensional approach
recognizes that human behavior
THESE 3 DIMENSIONS INCLUDE.. develops as a result of many
 THE PERSON causes & is multi-determined
 biological, psychological,  CULTURE – a way of life
social, & spiritual  Social Workers are (sometimes)
 THE ENVIRONMENT destroyers of cultures.
 family, neighborhood,
First, what is “theory”?
community, social
structure, clan, “tribe” - A system of thoughts &
 TIME interrelated concepts
 constants, trends, cycles, shifts, - Includes general propositions
time orientation, pace of time, life  intended to explain or predict
events phenomena in specific situations
(ALL THESE 3 DIMENSIONS ARE
SHAPED BY OUR CULTURE)
What does “time” include?
CONSTANT What is “human behavior”
 Changes that move in only one theory?
direction, such as age
 A system of thought & interrelated
TRENDS concepts that propose explanations
of why the empirical world is the
 Changes that move in a general way that it is
direction, but are not constant, such
 A framework that helps us organize
as an increase in the number of
our thoughts, evaluate & interpret
women involved in peace-building
our world, explain & predict
CYCLES behavior
What is the purpose of human o To evaluate
 whether the theory is useful
behavior theory for SW?
for the people we serve &
o It explains and predicts in the situations where we
 individual human behavior work
(micro) o To assess
 the impact of larger social  if the theory is in line with
structures (mezzo) social work values & ethics
 social problems (macro)
o It guides and informs
What is “personality?
 social work practice  comes from the Latin word “per”
 social policy & knowledge and sonare” which means to sound
development through.
o It directs social work research  is sometimes defined as person’s
o It gives credibility to the profession public self, what he or she selects
to display to the world. (Jung’s
In other words.. concept of persona)
 Theories help us know which way  most personality theories agree that
to go & how to get there can be described in terms of
 But, theories of human behavior consistent behavior patterns. The
are “socially constructed” ideas. tendency to respond consistently to
That means… Theories are shaped various situations is what gives a
by the social world in which they person identity.
were developed.
Erroneous Methods of Assessing
 Yet, all theories evolve & develop
within a socio-historical context Personality/Behavior
influenced by time 1. First Impression – it gives some
 For example… theories about what people a clue to the pattern of the
is “normal” human behavior observed individual. They then
change from culture to culture, brand that person as a certain
from one historical moment to the “personality type” and ascribe to
next, from one specific him or her supposed characteristics
interpersonal situation to another, of that type.
from one person’s beliefs to  A first impression may be used on
another’s. physical appearance, facial features
or expressions, mannerisms, style
For this reason, it is always of dressing, name, nationality, race,
important to critique theories what a person says and how it is
said, what one does and how it is
o To question
done, or some other physical or
 how the theory developed physiological characteristic which
& who developed it is identified in the mind of the
o to determine observer with a certain kind of
 the evidence for the personality type or stereotype.
theory’s support 2. Pseudo-scientific Methods
 a) Physiognomy - this is
a method of judging
personality through
the measurement and
study of person’s
physical features,
most especially facial
features.
b) Phrenology - in this REMEMBER THAT
method, personality is  A multidimensional approach
judged by the size requires multiple theories
and shape of the  There is no one theory that can fit
skull. all situations all of the time
c) Graphology - this  Attention to diversity & oppression
method uses a must always be given
person’s handwriting  Theories are evolving, tentative, &
to know his or her socially constructed
personality. General
penmanship and the GREGORY BATESON - “The map is
way a letter is formed not the territory.”
have a corresponding KURT LEWIN - “There is nothing so
personality practical as a good theory.”
characteristic.
Psychoanalytic Theory
(SIGMUND FREUD)
STRUCTURE OF PERSONALITY
MAJOR THEORIES :
1. ID – present at birth which
 Theories about interaction includes instincts
in the social environment  operates on a pleasure
principle
- Especially useful for macro social
2. Ego – operates on a reality
work practice
principle
 Theories about human
 comes into existence
behavior & development because the needs of the
- Especially useful for micro & organism require
mezzo practice appropriate transactions
 Theories geared toward with the objective world of
social work intervention reality.
- Especially useful for societies in 3. Super ego – moral arm of the
social turmoil & individuals who personality
have experienced trauma  the human organism is not
born with a super ego,
rather children must acquire
it through interaction with
 parents, teachers and other - The second stage of psychosexual
formative agents. development is known as the anal
stage because it is primarily
2 subsystems
focused on controlling bowel
1. Conscience movements. Fixations at this point
2. Ego – ideal in development can lead to what
Freud called anal-retentive and
Psychosexual Stages? anal-expulsive personalities.
Stages: ANAL-RETENTIVE INDIVIDUALS
Oral Stage (Birth to 18 months) - This group may have experienced
overly strict and harsh potty training as
Anal Stage (18 months- ¾- yrs) children and may grow to be overly
Phallic Stage (3 yrs to 4-7 yrs) obsessed with orderliness and tidiness.

Latency Stage (5 yrs to 12 yrs) ANAL- EXPULSIVE INDIVIDUALS

- On the other hand, anal-expulsive
Genital Stage (12 yrs onwards) individuals may have experienced very
lax potty training, resulting in them
Erogenous Zone
being very messy and disorganized as
1. Mouth adults.
2. Anus or Buttocks
PHALLIC FIXATIONS
TYPES OF FIXATIONS - The phallic stage of development is
ORAL FIXATONS primarily focused on identifying
with the same-sex parent. Freud
- The oral stage tends to occur suggested that fixations at this
between birth and around 18 point could lead to adult
months old, during which time the personalities that are overly vain,
oral (feeding) needs of the child are exhibitionistic, and sexually
either met, overstimulated, or aggressive.
unmet. For example, Freud might - At this stage, boys may develop
suggest that if a child has issues what Freud referred to as an
during the weaning process, they Oedipus complex. Girls may
might develop an oral fixation. develop an analogous issue known
- Freud may also suggest that nail- as an Electra complex. If not
biting, smoking, gum-chewing, and resolved, these complexes may
excessive drinking are signs of an linger and continue to affect
oral fixation. This would indicate behavior into adulthood.
that the individual did not resolve
the primary conflicts during the When fixated:
earliest stage of psychosexual
development, the oral stage. ORAL-PASSIVE CHARACTER
- describes as dependent to others.
They often retain even to excessive
eating, drinking and smoking. They
ANAL FIXATIONS
 are seeking the pleasure they be separated from the social
missed in infancy. community.
 Adler described his childhood as a
ORAL-AGGRESSIVE PERSONALITY
difficult and unhappy time. He
- describes as dependent to others. enjoyed a warm relationship with
They often retain even to excessive his mother during his first 2 years
eating, drinking and smoking. They of life, but he lost that pampered
are seeking the pleasure they position when his younger brother
missed in infancy. was born.

ANAL-EXPULSIVE PERSONALITY CENTRAL CONCEPTS OF

- some parents put themselves at the THIS THEORY
child’s mercy in the process of 1. INFERIORITY FEELINGS and
toilet training. They beg, they COMPENSATIONS
cajole, they show great joy when - People with physical disabilities
one does it right, they act as though often strive to compensate for their
their hearts were broken when the weakness or defects.
child does it right. The child is the  DEMOSTHENES (a child
king of the house. These people stutterer, became one of the
maybe cruel, destructive and given world’s greatest orator.)
to vandalism.  WILMA RUDOLPH (physically
ANAL-RETENTIVE PERSONALITY handicapped as a child, went on to
win 3 Olympic gold medals in
- when parents are strict. They track.)
maybe competing with their  THEODORE ROOSEVELT (a
neighbors and relatives as to whom weak and sickly child, became a
can potty train their child first specimen of physical fitness as an
(early potty training being adult as well as President of the
associated with great minds). These United States.)
people are turned out to be clean,
perfectionist, dictatorial and
stubborn.
3 Childhood Handicaps as
Contribution to Inferiority feelings:
 INFERIOR ORGANS
 OVERINDULGED CHILDREN
INDIVIDUAL PSYCHOLOGY  PARENTAL NEGLECT
ALFRED ADLER
2. STRIVING FOR
 One of the two most prominent SUPERIORITY
figures who broke with Freud and - This upward drive is universal in
went on to establish their own nature; it is common to all.
original system of thought is Alfred - Superiority can take either a
Adler. negative (destructive) or a positive
 The cornerstone of Adler’s system (constructive direction.
is the view that the person cannot
 NEGATIVE DIRECTION- is constantly trying to prove that
evident in the case of poorly she is better than her older
adjusted people who strive for siblings.
superiority through selfishness and d) Last Born (Youngest) Child -
concern for personal glory at the this child may be relegated to
expense of others. the role of “ tag-along kid”
 POSITIVE DIRECTION- the 7. FICITIONAL FINALISM
efforts for a superior way of life are - the idea that human behavior is
intimately bound up with the directed toward a future goal of its
concern for the welfare of others. own making.
3. STYLES OF LIFE - People are more affected by their
- originally called the “life plan” or expectations of the future than by
guiding image”, represents the their actual past experiences. He
most distinctive feature of Adler’s further argued that many people
theory of personality. proceed through life acting “as if”
- A set of behaviors designed to certain ideas were objectively true.
compensate superiority.
4. SOCIAL INTEREST
- In Adler’s view, our own lives
have value only to the extent that
we add value to the lives of others.
Our own lives have no ultimate
value unless we contribute to the Sikolohiyang Pilipino
lives of our fellow human beings
and even to lives of those yet (Filipino psychology)
unborn.  refers to the psychology born out
5. CREATIVE SELF of the experience, thought and
- The creative power is responsible orientation of the Filipinos, based
for the person’s life goal. It on the full use of Filipino culture
determines the method of striving and language.
for good and contributes to the  The approach is one of
development of social interest. It ‘‘indigenization from within’’
makes a person a FREE SELF- whereby the theoretical framework
DETERMINED INDIVIDUAL. and methodology emerge from the
6. ORDER OF BIRTH experiences of the people from the
a) First –Born (Oldest) Child – indigenous culture. It is based on
“Dethroned Monarch” assessing historical and socio-
b) The Only Born Child - cultural realities, understanding the
considered as “tied to the local language, unraveling Filipino
mother’s apron string” and characteristics, and explaining
expects pampering and them through the eyes of the native
protection from all others too. Filipino.
c) The Second –Born (Middle)
Child - Characterized as highly
competitive and highly
Among the outcomes of Filipino
ambitious. Her style of life of
Psychology
  body of knowledge including predominantly Western in theory
indigenous concepts, development and in methodology. Many
of indigenous research methods Filipino intellectuals, notably the
and indigenous personality testing two Philippine heroes Jose Rizal
 new directions in teaching and Apolinario Mabini, expressed
psychology dissatisfaction at the pejorative
 An active participation in interpretations of Filipino behavior
organizations among Filipino by Western observers. This
psychologists and social scientists, disenchantment continued as
both in the Philippines and Filipinos struggled to assert their
overseas. national and cultural identity.
 In the 1960s, many Filipino
intellectuals and scholars were
already sensitive both to the
inadequacy as well as the
Sikolohiyang Pilipino is based on: unfairness of the Western-oriented
approaches to psychology. For
 Assessing historical and socio- instance, in the area of personality,
cultural realities the Western approach in research
 understanding the local language of not being enmeshed and bound
 unraveling Filipino characteristics by the culture being studied has
 explaining them through the eyes resulted in a characterization of the
of the native Filipino Filipino from the ‘‘judgmental and
Outcomes of Sikolohiyang impressionistic point of view of the
colonizers’’ For example, the
Pilipino:
predisposition to indirectness of
 a body of knowledge including Filipino communication was
indigenous concepts regarded as being dishonest and
 development of indigenous socially ingratiating and reflecting
research methods and indigenous a deceptive verbal description of
personality testing, new directions reality rather than a concern for the
in teaching psychology feelings of others. (There are many
 active participation in other examples which are
organizations among Filipino discussed further in this article.)
psychologists and social scientists, Thus, using American categories
both in the Philippine and overseas. and standards, ‘‘the native Filipino
invariably suffers from the
The beginnings of comparison in not too subtle
Sikolohiyang Pilipino attempts to put forward Western
behavior patterns as models for the
(Filipino psychology) Filipino.
 From the beginning of the periods  However, there was no concerted
when the Philippines was effort in the 1960s to reject and
colonized by Spain, and then the correct the traditional way of
USA, academic psychology, or the teaching and studying psychology.
psychology taught in schools, was It was in the early 1970s that this
 was initiated when Virgilio Gaspar proper applications to health,
Enriquez returned to the agriculture, art, mass media,
Philippines from Northwestern religion, and other spheres of
University, USA with a Ph.D. in people’s daily life.
Social Psychology and lost no time
in introducing the concept of
Sikolohiyang Pilipino (Filipino
Psychology). Together with then-
chairman of the Department of
Psychology at the University of the
Philippines (U.P.), Dr. Alfredo V.
Lagmay, Enriquez embarked on a
research into the historical and
cultural roots of Philippine
Psychology.

What is Sikolohiyang Pilipino?

Sikolohiyang Pilipino is anchored on
Filipino thought and experience as
understood from a Filipino perspective
(Enriquez, 1975).
- ‘‘the study of diwa (‘psyche’),
which in Filipino directly refers to
the wealth of ideas referred to by
the philosophical concept of
‘essence’ and an entire range of
psychological concepts from
awareness to motives to behavior’’
- the ultimate aim of Sikolohiyang
Pilipino is to contribute to
universal psychology

The principal emphasis of

Sikolohiyang Pilipino
- foster national identity and
consciousness, social involvement,
and psychology of language and
culture. It is thus concerned with