1

CRIMINOLOGY 3:
HUMAN BEHAVIOR AND
VICTIMOLOGY
Compiled by: Ms. Glaiza Espenilla Cañelas, Rcrim

________________________________________
Name of Student

___________________
Course/Year/Block

SY: 2025-2026
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DEFINITION OF TERMS relation to the social structure or organization

of society as well the process on how the

Human Behavior – refers to the manner, the
criminal learn the behavior, both criminal and
way in which a human react to his
non-criminal.
environment.

Criminal Psychology – a branch of

Criminal Behavior – is intentional behavior
psychology that deals with the study of
that violates a criminal code; intentional in that
behavior and mental processes of the
it did not occurs accidentally or under duress.
criminal.

Deviant Behavior – a behavior that deviates

Behavior – any act of person which is
from the norms and standards of the society. It
observable; any observable responses of a
is not criminal behavior but it has the tendency
person to his environment.
to become abnormal behavior, it will become

criminals when it violates the provision of the

criminal law.
Attitude – state of mind, behavior, or conduct

regarding some matter.

Criminal Psychiatry – a branch of psychiatry

that deals with the evaluation, prevention and

Instinct – biological drive, an inborn pattern
cure of criminal behavior.
behavior characteristic of a species and

shaped bi biological necessities such as

survival and reproduction.

Criminal Sociology – a branch of sociology

that studies about the criminal and to its

Sensation – power to perceive; the capacity or both parent from the relationship that 3

to receive impressions through the sense may express feeling of frustration.

organs. 4. Disrupted Family – characterized by

incompleteness whether as a result of

DETERMINANTS OF BEHAVIOR
death, divorce, separation or some
Heredity/ Biological Factors (nature) – are
other circumstances.
those explained by heredity, the

characteristics of a person acquired from birth

PSYCHOLOGY OF HUMAN ADJUSTMENT
transferred from one generation to another.

 Most of mans behavior can be traced to

his attempts to satisfy his needs. All of

Environmental Factors (nurture) – refers to
us have certain fundamental needs that
anything around the person that influences his
we seek to satisfy. These needs create
actions.
tensions in the human body. When we

are able to satisfy our needs, the

PATHOGENIC FAMILY STRUCTURE tension disappears, adjustment has

1. Inadequate Family – characterized by been made.

the inability to cope with the ordinary  Adjustment – is defined as the

problems of family living and lacks the satisfaction of a need.

resources, physical/ psychological

demands of family satisfaction. CLASSIFICATIONS OF HUMAN BEHAVIOR

2. Anti – social Family – Unacceptable
1. Conscious – state of awareness of
values as a result of the influence of
thoughts, feelings, perception and what
parents to their children.
is going on in the environment.
3. Discordant/ Disturbed Family –
2. Overt – open to public observation.
characterized by non satisfaction of one
 3. Covert – Unseen objects such as WHAT IS NORMAL BEHAVIOR? - Normal 4

thoughts, feelings or responses which behavior (adaptive or adjusted behavior) is the

are not easily seen. standard behavior, the totally accepted

4. Rational – Pertaining to reason, behavior because they follow the standard

influenced or guided by reason rather norm of the society.

that emotion.

Irrational – Illogical
CHARACTERISTICS OF NORMAL PERSON
5. Voluntary – Intentional

Involuntary – doing something against - Efficient perception of reality

your will, action made without intent or - Self – knowledge

carried out despite an attempt to - Ability to exercise voluntary control over

prevent them. his behavior

- Self-Esteem and Acceptance

- Productivity
LEVELS OF BEHAVIOR
- Ability to form affectionate relationship
The Vegetative – responsible for nurturing
with others
and reproduction, mostly found in plants; in

human beings, for food and reproduction.

WHAT IS ABNORMAL BEHAVIOR? –
The Animal – movement and sensation,
Abnormal Behavior (Maladaptive/ Maladjusted
mostly the use of the senses and sex drives.
behavior) is a group of behaviors that are

The Rational/ Psyche/ Human – values and deviant from social expectation because they

morals, reasons and the will (purpose and go against the norms or standard behavior of

freedom). society.
 INDICATIONS OF AN ABNORMAL DISCRIPTION OF HUMAN BEHAVIOR 5

BEHAVIOR
1. Human Behavior is motivated –

1. Deviation from statistical norm – driving force behind all action of an

many population facts are measured organism.

such as height, weight and intelligence

2. Human Behavior has multiple
and some do not adhere to statistical
causes – influenced by culture.
norm. a person who is extremely
3. Every person is different yet the
intelligent would be classified as
same. Individual is a unique person.
abnormal.
4. People play an integral part in

creating their experience.

2. Deviation from social norms –
5. Human lives are continuous process of
behavior that deviates from that
change.
standards is considered to be abnormal
6. Human behavior can be adaptive
behavior. But those standards can
maladaptive.
change with time and vary from one
- Human are social beings
society to another.
- Any person depend upon each other

for survival.
3. Maladaptiveness of Behavior – this
- People need interaction.
third criterion is how the behavior

effects the well-being of the individual

THEORITICAL APPROACHES ABOUT THE
and/or social group.
FACTORS THAT CAUSE, MAINTAIN, ALTER

BEHAVIOR AND MENTAL PROCESS:

1. Psychodynamic Approach – is based

on the belief that childhood

 experiences greatly influence the what we attend to , perceive, learn, 6

development of late personality traits remember believe and feel.

and psychological problems. It also 5. Biological Approach – Focuses on

stresses the influence of unconscious how genes, hormones and nervous

fears, desires and motivations on system interact with the environment to

thoughts and behavior. influence learning, personality, memory,

motivation, emotions at coping

2. Humanistic Approach – Emphasizes techniques.

that each individuals has great freedom

in directing his/her future, a large THEORIES THAT EXPLAIN

capacity for personal growth, a MOTIVATION TO HUMAN BEHAVIOR

considerable amount of intrinsic worth The Need According to Maslow:

and enormous potential for self-

1. Biogenic needs – needs of the body
fulfillment.
which exist for the maintenance of

health and protection of the body

3. Behavioral Approach – Studies how
against physical injuries. These include
organism learn new behavior or modify
the need for food, air, water, rest, sex,
existing ones, depending on whether
avoidance of pain.
events in their environment reward of
2. Psychogenic or Sociogenic needs –
punish these behavior.
refers to the need for love and affection

for security, for growth and

4. Cognitive Approach – Examine how
achievement and recognition from
we process, store and use information
another human beings.
and how this information influences
 PSYCHOANALYTIC THEORY (SIGMUND 7

FREUD)
HIERARCHY OF HUMAN NEEDS

o This theory explained that human

1. Physiological needs – Needs such as
behavior is motivated by an inner force
air, food, water, shelter, rest, sleep,
called the human mind. Crime is
activity and temperature maintenance
caused by either weak conscience or
are crucial for survival.
overbearing conscience.
2. Safety and security needs – The
o Freud’s theory describes a conflict
need for safety has both physical and

psychological aspects. The person between a person’s instinctual needs

needs to feel safe both in the physical for gratification.

environment and in relationship. o This theory proposes that conflicts

3. Love and belonging needs – The among unconscious motivating factors

third level needs includes giving and affected behavior.

receiving affection, attaining a place in

group and maintaining the feeling of

belonging. OVERVIEW OF THE GENERAL

4. Self-esteem needs – the individual PRINCIPLES OF PSYCHOANALYTIC

needs both self-esteem. THEORY

5. Self-actualization – When we need for  The ID is the source of the instinctual

self -esteem is satisfied, the individual drives. It operates on pleasure

strives for self-actualization, the innate principles which can be understood as

need to develop one’s maximum a demand to take care of needs

potential and realize one’s abilities and immediately.

qualities.
  What if wants should be satisfied right  Begins in the first 6 or 8 months of life 8

away regardless of the present and fairly well developed at age 2 or 3

circumstances. years.

 Does not care about morals, society  Serves to control and guide actions of

and other individuals. an individual.

 Starts from birth

 The SUPEREGO is our conscience, a

2 types of Instinctual Drives residue of internalized values and

moral training of early childhood. It

a. Constructive Drives – are usually
rewards the moral behavior and
sexual in nature. Freud used the term
punishes actions that are not
sex in broader context, thus sex
acceptable by creating guilt.
includes those thing that gives
 Develops around the age of 3-4 or 4-5
pleasure.
and fairly well developed at age 10
b. Instinctual Drive – is destructive. This
years.
refers to things such as aggression,

destruction and death.

TYPES OF PERSONALITY CONFLICTS OR

ANXIETY
 The EGO is the one that relates to the

world or reality to satisfy the demands 1. Realistic Anxiety – this refers to the

of the ID. It uses problem solving based feeling of fear towards certain external

on how it judges reality. It controls the object, situation or action that the

demands of and mediates between the society generally regard as a threat or

ID and the Superego. dangerous to the concerned person. It

is what a person feels when a criminal

 points the muzzle of his firearm towards engage in one or many defense 9

him. mechanisms to protect the individual.

2. Moral Anxiety – this is a type of

Ego Defense Mechanisms
anxiety produced by the tensions

between the ego and the superego. In Repression – unconscious mechanism in

certain times, the id provokes the ego which the ego pushes disturbing or

to resort in unacceptable behaviors threatening thoughts out of consciousness.

causing the superego to regulate the Involves intentional forgetting.

former.

Denial – the ego blocks upsetting or

3. Neurotic Anxiety – this is produced by
overwhelming experiences from awareness,
the conflict between the id and the ego.
causing the individual to refuse to
This is felt when the impulses of the id
acknowledge or believe what is happening.
overwhelms the ego. Frustration

displacement. Losing your temper and

drinking alcohol are few examples of Projection- the ego’s attempt to solve

neurotic anxiety. discomfort by attributing the individual’s

unacceptable thoughts, feelings and motives

to another person (blaming).

Freud believed these three pieces of

the mind are in constant conflict, as the

primary goal is different for each piece.

Displacement – a mechanism by which the
Sometimes, when the conflict is too much
individual can satisfy an impulse by acting on
for a person to handle, his or her ego may
a substitute object or person in a socially

unacceptable way (e.g., releasing frustration

directed toward your boss on your spouse Isolation or Intellectualization – this refers 10

instead). to the ego defense mechanism which

eliminates the feeling or emotion associated

with a threatening event, object, or person.

Regression – a defense mechanism in which
The strategy is to become emotionless to
the individual moves backward in
pursue normal psychological function.
development in order to cope with stress (e.g.,

an overwhelmed adult acting like a child).

Reaction Formation – this is often called

“believing the opposite”. A primitive version of

Sublimation – similar to displacement, this
sublimation, this ego defense mechanism
defense mechanism involves satisfying an
changes the anxiety provoking or
impulse by acting on a substitute, but in a
unacceptable impulses into acceptable ones.
socially acceptable way (e.g., channeling
However, unlike sublimation, reaction
energy into work or a constructive hobby).
formation, reverses the individual’s conscious

experience making him aware of the opposite

Rationalization - a defense mechanism feeling.

where the ego excuses an inappropriate

behavior though a gesture (often an

Fixation – refers to either inadequate or
explanation) that is more acceptable than the
excessive pleasure, or to the conflicts during
real and unconscious motive.
the stages of psychosexual development in

Introjection – an ego defense mechanism which the target of the sexual energy remains

where the individual imitates the attached to an object associated with lower

characteristics of another to gain acceptance. level of maturity.

 - It is the state of being confined or being - Toilet training is the crucial issue for the 11

stuck in a certain stage. toddler. Fixation can lead to anal

Reasons for being “fixated” (stuck) in a retentive or expulsive behaviors in

Stage – inadequate fulfillment of the adulthood.

development needs in a certain stage which

causes frustration.
PHALLIC-3 to 6 years – sexual attraction to

- Excessive fulfillment of development the parent of opposite sex occurs and that

needs which causes indulgence. parent of the same sex is considered as rival

or competitor. Gender identify is learned by

identifying and mimicking the same sex

FREUD’S STAGES OF PSYCHOSEXUAL
parent.
DEVELOPMENT

ORAL-0-18 MONTHS – the infants pleasure is

believed to center around gratification from Oedipus Complex – a term used to describe

using his mouth for sucking and satisfying to a boy’s feeling of jealousy towards their

hunger. Feeling and activities are focused on father and the feeling of desire towards their

expressed by the mouth and are orally mother.

dominated. Weaning a child can lead to

fixation if not handled correctly. Fixation can

Castration Anxiety – a term used to describe
lead to oral activities in adulthood.
the boy’s feeling of fear towards their father. In

here, the boy assumed that his father will take

ANAL-18 mos. – 3 YEARS - begins with the revenge and punish him by castrating him.

attainment of neuromuscular control of the

anal sphincter.
Electra Complex – a term used to describe resemble the person’s opposite sex 12

girl’s desire of affection and love for their dad. parent.

However, unlike boy’s , Freud (1905) argued - Healthy adults find pleasure in love and

that girls are unable to experience castration work, fixated adults have their energy

anxiety. In this stage, girls experienced what tied up in earlier stages.

Freud called as “penis envy”. Sigmund Freud

believed that children do not recognize the

PSYCHOSOCIAL DEVELOPMENT THEORY
external anatomical difference between males
(ERIK ERIKSON)
and females prior to the phallic phase.
STAGE 1. Infancy: Trust Vs. Mistrust – This

stage begins at birth continues to

LATENT (LATENCY)-6-12 years – the child approximately 18 months of age. During this

realizes that desires directed to the parent of stage, the infant is uncertain about the world

opposite sx are not feasible, and become in which they live, and looks towards their

occupied with socializing with peers, refining primary caregiver for stability and consistency

roles and relationships. Sexuality is repressed of care.

(Latent means ‘hidden’). Children participate

in hobbies, school and same-sex friendships

Trust: If the caregiver is reliable, consistent,
that strengthen their sexual identity.
and nurturing, the child will develop a sense of
GENITAL-12-20 years *adult sexuality –
trust, believing that the world is safe and that
develops awareness of body and sexual part.
people are dependable and affectionate. This

- Incestuous sexual feelings re-emerge sense of trust allows the child to feel secure

but being prohibited by the superego even when threatened and extends into their

are redirected toward others who other relationships, maintaining their sense of

security amidst potential threats.

Mistrust: Conversely, the child may develop a ages of 18 months to approximately 3 years. 13

sense of mistrust and insecurity. This could Children at this stage are focused on

lead to a belief in an inconsistent and developing a sense of personal control

unpredictable world, fostering a sense of over physical skills and a sense of

mistrust, suspicion, and anxiety. Under such independence.

circumstances, the child may lack confidence

in their ability to influence events, viewing the

Autonomy: If encouraged and supported in
world with apprehension.
their increased independence, children will

become more confident and secure in their

Success and Failure In Stage One ability to survive. They will feel comfortable

making decisions, explore their surroundings

Success in this stage will lead to the virtue
more freely, and have a sense of self-control.
of hope. By developing a sense of trust, the
Achieving this autonomy helps them feel
infant can have hope that as new crises arise,
able and capable of leading their lives.
there is a real possibility that other people will

be there as a source of support.

Failing to acquire the virtue of hope will Shame and Doubt: On the other hand, if

lead to the development of fear. This infant children are overly controlled or criticized, they

will carry the basic sense of mistrust with them may begin to feel ashamed of their autonomy

to other relationships. It may result in anxiety, and doubt their abilities. This can lead to a

heightened insecurities, and an over-feeling lack of confidence, fear of trying new things,

mistrust in the world around them. and a sense of inadequacy about their self-

control abilities.

STAGE 2: Early Childhood: Autonomy Vs.

Shame And Doubt – occurs between the

Success and Failure In Stage Two themselves, formulate plans, and execute 14

them, which helps foster a sense of purpose.

Success in this stage will lead to the virtue

of will. If children in this stage are encourage

and supported in their increased

Guilt: if caregivers discourage the pursuit of
independence, they become more confident
independent activities or dismiss or criticize
and secure in their own ability to survive in the
their efforts, children may feel guilty about
world.
their desires and initiatives. This could

Failure means the child will begin to feel potentially lead to feelings of guilt, self doubt

inadequate in their ability to survive, and and lack of initiative.

may then become overly dependent upon

others, lack self-esteem, and feel a sense of

Success and failure in stage three
shame or doubt in their abilities.

Children begin to plan activities, makeup

games, and initiate activities with others. If

STAGE 3: Play age or Preschool: Initiative
given this opportunity, children develop a
Vs. Guilt – In this age, children assert
sense of initiative and feel secure in their
themselves more frequently through directing
ability to lead others and make decisions.
play and other social interaction.
Success at this stage leads to the virtue of

purpose.

Initiative: When caregivers encourage and Conversely, if these tendency is squelched,

support children to take the initiative , they can either through criticism or control, children

start planning activities, accomplish task and develop a sense of guilt. The child will often

face challenges. The children will learn to take overstep the mark in his forcefulness and the

the initiative and assert control over their danger is that the parents will tend to punish

environment. They can begin to think for the child and restrict his initiative too much.
STAGE 4: School Age : Industry Vs. Success and failure in stage four: success 15

Inferiority - occurs during the childhood leads to the virtue of competence while failure

between the ages of five and twelve. In this result in feelings of inferiority.

stage, children start to compare themselves

with their peers to gauge their abilities and

STAGE 5: Adolescence: Identify Vs. Role
worth.
Confusion - occurs during adolescence, from

about 12 to 18 years. During this stage,

Industry : if children are encouraged by adolescents search for a sense of self and

parents and teachers to develop skills, they personal identity, through an intense

gain a sense of industry- a feeling of exploration of personal values, beliefs and

competence and belief in their skills. They goals.

start learning to work and cooperate with

others and begin to understand that they can

Identity: if adolescents are supported in their
use their skills to complete tasks. This leads to
exploration and given the freedom to explore
a sense of confidence in their ability to
different goals, they are likely to emerge from
achieve goals.
this stage with a strong sense of self and a

feeling of independence and control. This

Inferiority : on the other hand, if children process involves exploring their interest,

receive negative feedback or are not allowed Values and goals, which helps them from their

to demonstrate their skills they may develop a own unique identity.

sense of inferiority. They may start to feel that

they aren't as good as their peers.

Role Confusion : if adolescents are restricted

and not given the space to explore or find the

process too overwhelming or distressing, they

may experience role confusion. This could forming intimate, loving relationships with 16

mean being ensure about one's place in the other people.

world, values and future direction.

Intimacy: individuals who successfully

Success and Failure in Stage Five navigate this stage are able to form intimate,

reciprocal relationships with others. They can

Erikson claims adolescents may feel
form close bonds and comfortable with mutual
uncomfortable about their bodies until they
dependency. Intimacy involves the ability to be
can adapt and “grow into” the changes.
open and share oneself with others, as well as
Success in this stage will lead to the virtue
the willingness to commit to relationships.
of fidelity. Fidelity involves being able to

commit oneself to others on the basis of

accepting others, even when there may be

Isolation: if individuals struggle to form this
ideological differences.
close relationships, perhaps due to earlier

unresolved identity crisis or fear of rejection,

they may experience isolation. Isolation

Failure to establish a sense of identity within
refers to the inability to form meaningful,
society (“I don't know what i want to be when i
intimate relationships with others. This
grow up”) can lead to role confusion.
could lead to feelings of loneliness, alienation

and exclusion.

STAGE 6: Young or Early Adulthood:

Intimacy Vs. isolation - takes place between

Success and Failure in Stage Six: Success
the ages of approximately 18 to 40 years.
leads to strong relationships, while failure
During this stage, the major conflict centers on
results in loneliness and isolation.
STAGE 7: Middle Adulthood or Middle Age: STAGE 8: Maturity or Old Age : Ego 17

Generativity Vs. Stagnation – this stage Integrity Vs. Despair – Begins at age 65 and

takes place during middle adulthood (ages 40 ends at death. it is during this time that we

to 65 years). At this stage, individuals focus contemplate our accomplishments and can

more on building lives, primarily through develop integrity if we see ourselves as

careers, families and contributions to leading a successful life.

society.

Ego Integrity: If individuals feel they have

Generativity: If individuals feel they are lived a fulfilling and meaningful life, they will

making variable contributions to the world, for experience ego integrity. This is characterized

instance, through raising children or by a sense of acceptance of their life as it

contributing to positive changes in society, was, the ability to find coherence and purpose

they will feel a sense of generativity. in their experiences, and the sense of wisdom

Generativity involves concern for others and fulfilment.

and the desire to contribute to future

generations.
Despair: On the other hand, if individuals feel

regretful about their past, fill they have made

Stagnation: If individuals feel they are not poor decisions, or believe they've failed to

making a positive impact or are not involved in achieve their life goals, they may experience

productive or creative task, they may despair. Despair involves feelings of regret,

experience stagnation. Stagnation involves bitterness and disappointment with one's life

feeling unproductive and uninvolved, and a fear of impending death.

Leading the self-absorption, lack of growth

and feelings of emptiness.

Success and Failure in Stage Eight: 18

Success in this stage will lead to the virtue of

wisdom virtue of wisdom. Wisdom enables a ERIKSON’S PSYCHOSOCIAL STAGES

person to look back on their life STAGE BASIC VIRTUE DESCRIPTION

CONFLICT
with a sense of closure and Infancy Trust vs. Hope Trust (or
0-1 year mistrust mistrust) that
completeness and also accept basic needs, such
as nourishment
death without fear. and affection,
will be met
Early Autonomy vs. Will Develop a sense
childhood shame/ doubt of independence
1-3 years in many tasks
Individuals who reflect on their Play age Initiative vs. Purpose Take initiative on
3-6 years guilt some activities –
lives and regret not achieving may develop
guilt when
their goals will experience unsuccessful or
boundaries
bitterness and despair. overstepped
School age Industry vs. Competenc Develop self-
7-11 years Inferiority e confidence in
abilities when
competent or
sense of
inferiority when
not
Adolescence Identity vs. Fidelity Experiment with
12-18 years Confusion and develop
identity and roles
Early Intimacy vs. love Establish
adulthood Isolation intimacy and
19-29 years relationships with
others
Middle age Generativity Care Contribute to
30-64 years vs. Stagnation society and be
part of a family
Old age Integrity vs. Wisdom Assess and make
65 onward Despair sense of life and
meaning of
contributors
 but they do not yet do it in ways that are 19

organized or fully logical.

COGNITIVE DEVELOPMENT THEORY

- suggests that intelligence changes as

children grow. 3. Concrete Operational – In the concrete

operational stage (7-11 years old), children

- developed by Jean Piaget
solidify that abstract thinking and begin to

understand cause and effect and logical

STAGES OF COGNITIVE DEVELOPMENT implications of actions. As children continue

THEORY into elementary school, they become able to

1. Sensorimotor – (birth to 2 years old), represent ideas and events more flexibility

children learn object permanence, which is the and logically.

understanding that people and objects still

exist even when they’re out of view. The first

4. Formal Operational – (adolescence to
stage and is defined as the period when
adulthood), humans plan for the future, think
infants “think” by means of their senses and
hypothetically, and assume adult
motor actions.
responsibilities.

2. Preoperational – In the preoperational

THEORY OF BEHAVIORISM (B.F. Skinner)
stage (2-7 years old), children develop
Behaviorism – an area of psychological study
symbolic thought, which is when they begin to
that focuses on observing and analyzing how
progress from concrete to abstract thinking.
controlled environmental changes affect
Children in this stage often have imaginary
behavior. The goal is to manipulate the
friends. Children use their new ability to
environment of a subject – a human or an
represent objects in a wide variety of activities,
animal – in an effort to change the subject’s Punishment – is the opposite of 20

observable behavior. reinforcement since it is designed to weaken

or eliminate a response rather than increase

it. It is an aversive event that decreases the

Operant Conditioning – sometimes called
behavior that it follows.
instrumental conditioning or Skinnerian
Skinner (1949) studied operant
conditioning, is a method of learning that
conditioning by conducting experiments using
uses rewards and punishment to modify
animals which he placed in a “Skinner Box”
behavior.
which was similar to Thorndike’s puzzle box.

Reinforcement – Behavior that is reinforced

Skinner Box – also known as an operant
tends to be repeated (i.e., strengthened);
conditioning chamber, is a device used to
behavior that is not reinforced tend to die out
objectively record an animal’s behavior in a
or be extinguished (i.e., weakened).
compressed time frame.

TYPES OF REINFORCEMENTS
Skinner identified three types of
1. Positive Reinforcement – a response or
responses, or operant, that can follow
behavior is strengthened by rewards, leading
behavior.
to the repetition of desired behavior. The
 Neutral Operants: responses from the
reward is in reinforcing stimulus.
environment that neither increase nor
2. Negative Reinforcement – is the termination
decrease the probability of a behavior
of an unpleasant state following a response.
being repeated.
  Reinforcers: Responses from the Steps Involved in the Observational 21

environment that increase the Learning and Modelling Process

probability of a behavior being

1. Attention – In order to learn, you need to be
repeated.
paying attention. Anything that distracts your

 Punishers: Responses from the attention is going to have a negative effect on

environment that decrease the observational learning.

likelihood of a behavior being repeated.

2. Retention – the ability to store information is

also an important part of the learning process.

Social Learning Theory (Albert Bandura)

- introduced by psychologist Albert Bandura,

3. Reproduction – Once you have paid
proposed that learning occurs through
attention to the model and retained the
observation, imitation and modelling and is
information, it is time to actually perform the
influenced by factors such as attention,
behavior you observed. Further practice of the
motivation, attitudes and emotions.
learned behavior leads to improvement and

skill advancement.

Basic Models of Observational Learning

4. Motivation – Finally, in order for
1. Live model
observational learning to be successful, you
2. Symbolic model
have motivated to imitate the behavior that

3. Verbal instructional model has been modeled.

Cognitive Behavioral Theory (Aaron Beck)

– indicates that people’s emotions, thoughts,

behavior and body sensations are linked to Key Characteristics of Self-actualized 22

each other and that whatever people do and individuals include:

whatever they think, affects how they feel.

1. Autonomy – Someone is independent

in thought and action and has a strong

sense of inner direction.

Cognitive Behavior Therapy – is an effective

therapy includes a range of strategies that 2. Acceptance – They accept themselves

help individuals pay attention to and change and others as they are, without

problematic behavior patterns or thinking pretense.

styles which allows them to feel better.

3. Problem-solving – They focus on

problems outside themselves and are

concerned with basic issues and

Humanistic Theory or humanistic
eternal questions involving the larger
psychology – centers on individual potential
world.
and stresses the importance of growth and

self-actualization. It contrasts with other 4. Spontaneity and simplicity – they are

approaches by prioritizing personal straightforward, natural, and

experience, self-determination and the unconstrained in their interactions.

inherent goodness of individuals, focusing

5. Continued freshness of appreciation –
less on dysfunction and more on the pursuit of
they continue to appreciate the simple
holistic well-being.
pleasures of life with awe and wonder.

6. Peak experience – they often

Self-actualization – represents the realization experience intensely positive moments

of an individual’s self-fulfillment. of happiness and fulfillment, known as

peak experiences.
General Stages of Human Development Stages of Prenatal Period 23

1. Prenatal development – includes all the  The period of the zygote: from

changes that take place in the womb of fertilization to end of two weeks.

the mother. Therefore it is also called

 Period of the embryo: 2 weeks to 2
“intra – uterine development” where the
lunar months.
uterus is the environment.
 Period of the fetus: end of 2 months till
2. Postnatal development – refers to all
birth.
the stages that follow after the birth till

the very end of life.

2. Infancy – occurs from birth to the end

of the second week.

SPECIFIC STAGES OF HUMAN
3. Babyhood – is the stage that follows
DEVELOPMENT
infancy and extends between two
1. Prenatal Period/Development – it
weeks to two years.
starts when the sperm or spennatozoan
4. Early childhood – can be taken to
from father unites with a cell called egg
range from the completion of 2 years to
or ovum in the mother. The sperm
6 years.
enters into the layers of walls

surrounding the egg and unites with it. 5. Late Childhood – the period of late

This process called fertilization or childhood ranges from 6 years to the

conception. This period occurs within attainment of sexual maturity, around

about 270 to 280 days or nine calendar 10 or 12.

months. 6. Puberty or Preadolescence – this

period lasts from 12 to 13 or 14 years.

It is a short overlapping periods.

STAGES: 8. Early Adulthood – this period lasts 24

from 18 to 40 years old. This is known

a. Prepubescent stage – includes the
as the productive age, a period from
first evidence of sexual maturation-
dependency and a period of emotional
primary sexual characteristics – and
tension or even social isolation.
terminates at the first appearance of

pubic hair. During this stage, 9. Middle Age – this period occurs from

reproduction is virtually impossible. 40 to 60. Many people dread this stage

as it is the stage of stress and

b. Pubescent stage – the growth spurt
transition.
begins to accelerate, males experience

their first emission of semen usually in 10. Old age or Senescence – this period

the form of “wet dreams”, and lasts from 60 years old to death.

menarche occurs in the females.

- this is considered as the period of decline

c. Postpubescent stage – is during which people are judged by different

characterized by the deceleration of criteria based on prevalent stereotypes of old

growth spurt, completion of both people.

primary and sexual characteristics and

- people in this stage may feel that they are
fertility is possible.
part of the minority.

7. Adolescence – literally means “to grow

STRESS – refers to the negative emotional
to maturity”. It is an intermediary stage
experiences associated behavioral,
between childhood and adulthood
biochemical and psychological changes that
characteristically possessing qualities
are related to perceived acute or chronic
of both stages, although not fully in
challenges.
either of them.
FORMS OF STRESS DISSOCIATIVE AMNESIA 25

1. Acute stress – is the most common  Is one of a group of conditions called

form of stress. It comes from demands dissociative disorders.

and pressures of the recent past and

 Are mental illnesses that involve
anticipated demands and pressures of
disruptions or breakdowns of memory,
the near future. Acute stress is thrilling
consciousness, awareness, identity
and exciting in small doses, but too
and/or perception.
much is exhausting.
 Occurs when a person blocks out

certain information, usually associated

2. Episodic acute stress – these are with a stressful or traumatic event,

those who suffer acute stress leaving him or her unable to remember

frequently, whose lives are so important personal information.

disordered. They take on to much, have

 With this disorder, the degree of
too many irons in the fire, and can’t
memory loss goes beyond normal
organize the slew of self-inflicted
forgetfulness and includes gaps in
demands and pressures.
memory for long periods of time or of

memories involving the traumatic event.

3. Chronic stress – Chronic stress

destroys bodies, minds and lives. It’s

DISSOCIATIVE FUGUE
the stress of poverty, of dysfunctional
 The loss of sense of personal identify
families, of being trapped in an
and impulsively wander or travel away
unhappy marriage or in a despised job
from their homes or places of work.
or career.
  Person suffering often is confused  These panic attacks, can last for 26

about who they are and might even several hours and can be triggered by

create new identities. stress, fear, or even exercise; the

 Outwardly, people with this disorder specific cause is not always apparent.

show no signs of illness, such as a

strange appearance or odd behavior.

Substance use disorder (SUD) – is a

treatable mental disorder that affects a

GENERAL ANXIETY DISORDER person’s brain and behavior, leading to their

inability to control their use of substances like

 A common chronic disorder
legal or illegal drugs, alcohol or medications.
characterized by long-lasting anxiety
Symptoms can be moderate to severe, with
that is not focused on any one object or
addiction being the most severe form of SUID.
situation.

 Those suffering from generalized

anxiety experience non-specific

Bipolar disorder (formerly called manic-
persistent fear and worry and become
depressive illness or manic depression) –
overly concerned with everyday
is a mental illness that causes unusual shifts
matters.
in a person’s mood, energy, activity levels and

concentration. These shifts can make it

difficult to carry out day-to-day tasks.

PANIC DISORDER

 A person suffers from brief attacks of

intense terror and apprehension, often Depression – is a mood disorder that causes

marked by trembling, shaking, a persistent feeling of sadness and loss of

confusion, dizziness, nausea, difficulty interest. Also called major depressive disorder

breathing. or clinical depression, it affects how you feel,

think and behave and can lead to a variety of 27

emotional and physical problems.

Separation Anxiety Disorder

- Is the feeling of excessive and inappropriate

Suicidal Ideation – is when you think about levels of anxiety over being separated from a

killing yourself. The thoughts might or might person or place.

not include a plan to die by suicide.

- Is a normal part of development in babies or

children, and it is only when this feeling is

excessive or inappropriate that it can be

Post-traumatic Stress Disorder
considered a disorder.
- Is an anxiety disorder which results from a

traumatic experience.

Somatoform Disorders – Complains of

bodily symptoms that suggest the presence of

- Can result from an extreme situation, such
physical problem but no organic basis can be
as combat, natural disaster, rape, hostage
found.
situations, child abuse, bullying or even a

serious accident.

GROUPS OF SOMATOFORMS

1. Hypochondriasis – the excessive concern

- It can also result from long term (chronic)
about state of health or physical condition
exposure to a severe stressor, for example
(multiplicity about illness).
soldiers who endure individual battles but

cannot cope with continuous combat.

Common symptoms include hyper vigilance,

2. Psychogenic Pain Disorder –
flashbacks, avoidant behaviors, anxiety, anger
characterized by the report of severe and
and depression.
lasting pain. Either no physical basis is  Emotional immaturity 28

apparent or the reaction is greatly in excess of  Absence of a life plan

what would be expected from the physical  Lack of capacity for love and emotional

abnormality. involvement

3. Conversion Disorders – a neurotic pattern BORDERLINE PERSONALITY DISORDER

in which symptoms of some physical

 Experience intense emotional
malfunction or loss of control without any
instability, particularly in relationships
underlying organic abnormality.
with others;

 They may make frantic efforts to avoid

real or imagined abandonment by

PSYCHOPATHY
others. They may experience minor
- Typically stemming from immature and
problems as major crises;
distorted personality development,
 They may also express their anger,
resulting in persistent maladaptive
frustration and dismay through suicidal
ways of perceiving and thinking.
gestures, self mutilation, and other self

destructive acts. They tend to have an

- These are persons who do not have
unstable self-image or sense of self.
any neurotic or psychotic symptoms but
 Are at high risk for developing
are not able to conform to prevailing
depression, alcoholism, drug
customs and standards or conduct of
dependence, bulimia, dissociative
his social group.
disorders, and post-traumatic stress

disorder.
COMMON CHARACTERISTICS

 Absence of conscience
Narcissistic Personality Classes: 29

- Have a grandiose sense of self- - Idiots – persons with mental defect to a

importance. degree that they are unable to guard

- They seek excessive admiration from themselves against common physical

others and fantasize about unlimited dangers, their mentality is compared to a 2

success or power. year old child.

- They believe they are special, unique,

or superior to others.
- Imbeciles – persons whose state of mind is

similar to a child 3 to 7years old. It does not

Paranoid Personality Disorder amount to idiocy but is incapable of managing

themselves or their affairs.

- Feeling of constant suspicion and

distrust toward other people.

- They believe that others are against

- Feeble minded – persons whose state of
them and constantly look for evidence
mind manifest cases where there exist mental
to support their suspicions.
defectiveness that do not amount to imbecility.

Persosn in this state requires care,

supervision, and control for their own or from

MENTAL DISTURBANCES
others.
1. Mental Deficiency – This is a condition of

arrested or incomplete development of the

mind existing before the age of eighteen - Morally defective – persons with strong

arising from inherited causes or induced by vicious or criminal propensities. In the case of

disease or injury. children, they appear to be permanently

incapable or receiving benefits from proper (person believing that they have special 30

instruction in ordinary schools. powers or skills), etc.

2. Psychosis – a severe mental disorder in c. Schizophrenia – is a mental disorder

which thought and emotions are so impaired characterized by abnormal social behavior

that contact is lost with external reality. It is an and failure to understand reality. This is

abnormal condition of the mind described as manifested by delusion and illusion. Common

involving a “loss of contact with reality”. symptoms include false beliefs, unclear or

confused thinking, hearing voices, reduced

social engagement and emotional expression,

People with psychosis normally have the
and a lack of motivation.
following:

a. Hallucination – A sensory perception in the

d. Paranoia – Is a thought process believed
absence of external stimuli. Hallucinations are
to be heavily influenced by anxiety or fear,
different from illusions, or perceptual
often to the point of delusion and irrationality.
distortions, which are the misperception of
Paranoid thinking typically includes
external stimuli.
persecutory, or beliefs of conspiracy

concerning a perceived threat towards oneself

b. Delusions – are false beliefs that a person (e.g. “Everyone is out to get me”). For

holds on to, without adequate evidence. It can example, an incident most people would view

be difficult to change the belief, even with as an accident or coincidence, a paranoid

evidence to the contrary. Common themes of person might believe was intentional.

delusions are persecutory (person believes

that others are out to harm them), grandiose

NEUROSIS – A relatively mild mental illness  Dipsomania – compulsive desire to 31

that is involving symptoms of stress drink alcohol.

(depression, anxiety, obsessive behavior,  Pyromania – compulsive desire to set

hypochondria) but not a radical loss of touch fire.

with reality.  Homicidal compulsion – the

irresistible urge to kill somebody.

 Hysteria – this refers to an unhealthy

1. Neurasthenia – manifests fatigue and
or senseless emotional outburst
nervousness and sometimes pain. It an ill-
coupled with violent emotional
defined medical condition characterized by
outbreaks.
lassitude, fatigue, headache, and irritability,
 Phobia – exaggerated fear of things
associated chiefly with emotional disturbance.
that normal people fear only in some

degree and fear on things that ordinary

2. Anxiety – a feeling of worry, nervousness, people do not .

or unease, typically about an imminent event  Depression – a state of

or something with an uncertain outcome. unpleasantness, despair, rejection and

hurt.

3. Obsessive – Compulsive Neurosis-

uncontrollable or irresistible impulse to do SEXUAL DISORDERS

something. This may be in the form of the 1. Sexual Deviation – a type of mental
following: disorder characterized by a preference for or

 Kleptomania – the compulsive desire obsession with unusual sexual practices.

to steal.
2. Exhibitionism – a mental condition 8. Transvestism (also called transvestitism) 32

characterized by the compulsion to display – is the practice of dressing and acting in a

one’s genitals in public. style or manner traditionally associated with

another gender.

3. Fetishism – is sexual attraction to objects,

situations, or body parts not traditionally 9. Masochism – the tendency to derive

viewed as sexual. pleasure, especially sexual gratification, from

one’s own pain or humiliation.

4. Paraphilia – a condition characterized by

abnormal sexual desires, typically involving 10. Voyeurism – watching others while naked

extreme or dangerous activities. or having sex, generally without their

knowledge; also known as scopophilia or

scoptophilia.
5. Pedophilia – sexual feelings directed

toward children.

11. Zoophilia – is a paraphilia involving cross-

species sexual activity between human and

6. Sadomasochism – is the giving or
non-human animals or a fixation on such
receiving of pleasure, sometimes sexual, from
practice.
acts involving the infliction or reception of pain

or humiliation.

12. Incest – sexual intercourse with relatives.

7. Sadism – the tendency to derive pleasure,

especially sexual gratification, from inflicting

pain, suffering or humiliation on others.

13. Satyriasis – an excessive (sexual urge) 20. Frottage – the act of rubbing the sex 33

desire of men to have sexual intercourse. organ against body parts of another person.

14. Nymphomania – a strong sexual feeling 21. Partialism – it refers to the sexual libido

of women with an excessive sexual urge. on any part of the body of a sexual partner.

15. Oralism – the use of mouth or the tongue 22. Scoptophilia – the intentional act of

as a way of sexual satisfaction. watching people undress or during sexual

intimacies.

16. Fellatio – male sex organ to the mouth of

the women coupled with the act of sucking 23. Troilism – three person participate in sex

that initiates orgasm. orgy such as two women versus on man or

vice versa.

17. Anilism (anillingus) – licking the anus of

the sexual partner. 24. Pluralism – group of persons in sexual

orgies such as couple to couple sexual

relations. It is also called “sexual festival”.

18. Sodomy – is a sexual act through the

anus of the sexual partner.

25. Coprolalia – the use of obscene language

to achieve sexual satisfaction.

19. Uranism – sexual gratification is attained

through fingering, holding the breast of licking

parts of the body. 26. Mysophilia – response to filth or excretion

27. Urolgania – sight of urine. 33. Infibulation – self- torture; involves 34

piercing one’s own nipples, labia, clitoris,

scrotum or penis with sharp needles or pins.

28. Don Juanism – the act of seducing

women as a career without permanency of

sexual partner or companion. 34. Last murder – murdering sadistically and

brutally, including body parts and genitalia.

29. Anthropology – eating the victims flesh or

slicing off parts of the flesh from the body, ie. 35. Scatophilia – sexual gratification by

Breast, thighs. making obscene phone call.

30. Autoeroticism – sexual arousal thru self- VICTIMOLOGY

stimulation and self-asphyxiation (scarfing).

Victimology as an academic term contains two

elements;

31. Coprolagnia/ Coprohilia – sight of  One is the Latin word “Victima” which

women defecating; touching or eating translates into “victim”.

excrement.  The other is the Greek word “logos”

which means a system of knowledge,

the direction of something abstract, the

32. Klismaphilia – sexual arousal through the
direction of something abstract, the
administration of enemas; some substitute sex
direction of teaching, science and a
for enemas.
discipline.
 The study of the victims of crime and  1949 Frederic Wertham first used the 35

the psychological effects on them of word “victimology” in a book Show of

their experience. Violence.

 The scientific study of the psychological  1957 Margery Fry proposes victim

effects of crime and the relationship compensation in the London Times.

between victims and offender.  1958 Marvin Wolfgang studies

 Branch of criminology that scientifically homicide victims; uses the term “victim

studies the relationship between an precipitation”.

injured party and an offender by  1963 New Zealand enacts the first

examining the causes and the nature of Criminal Compensation Act.

the consequent suffering.  1965 California is the first state in the

USA to startVictim Compensation.

 1966 Japan enacts Criminal Indemnity

CRITICAL DATES IN VICTIMOLOGY
Law.
 1924 Edwin Sutherland includes a  1966 USA starts to survey crime victims
chapter on victims in his criminology not reported to the police.
textbook.  1967 Canada creates a Criminal
 1937 Benjamin Mendelsohn publishes Compensation Injuries Act as does
his writings on the rapist and his victim. Cuba and Switzerland
 1941 Hans von Hentig publishes article  1968 Stephan Schafer writes the first
on victim and criminal interactions. victimology textbook The Victim and
 1947 Benjamin Mendelsohn coins the His Criminal.
term “victimology” in a French journal.  1972 The first three victim assistance
 1948 Hans von Hentig publishes his programs are created in St. Louis,
book The Criminal and His Victim.
 Missouri, San Francisco, California and > Examining the psychological, social, and 36

in Washington, D.C. biological dynamics of the situations, he

 1973 the first international symposium classified victims into 13 categories depending

on victimology is held in Jerusalem, on their propensity or risk for victimization. His

Israel. typology included the young, female, old,

 1974 the first police-based victim immigrants, depressed, wanton, etc.

advocate project is started in Fort

Lauderdale, Florida, USA.

> His notion that victims contributed to their
 1975 The first “Victim Rights’ Weeks” is
victimization through their actions and
organized by the Philadelphia District
behaviors led to the development of the
Attorney.
concept of “victim-blaming” and is seen by
 1976 John Dussich launches the
many victim advocates as an attempt to
National Organization of Victim
assign equal culpability to the victim.
California, USA.

 1976 Emilio Viano launches the first

scholarly journal devoted to victimology. 2. Benjamin Mendelsohn

> often been referred to as the “Father of

EARLY VICTIMOLOGISTS Victimology”.

1. Hans Von Hentig

> German criminologist who developed a > Intrigued by the dynamics that take place

typology of victims based on the degree to between victims and offenders, he surveyed

which victims contributed to causing the both parties during the course of preparing a

criminal act. case for trial.

> Using these data, he developed a six- (3) the victim had consumed alcohol. 37

category typology of victims based on legal

considerations of the degree of a victims

4. Stephen Schafex
culpability.

> classifies victims on the basis of their

“functional responsibility”.
> Coined the term “Victimology”, and

proposed that this should be an entirely new

field of study instead of merely a branch in > Victim's dual role was to function so that

criminology. they did not provoke others to harm them

while also preventing such acts.

3. Marvin E. Wolfgang

5. Menachem Amir
> He was the first to present empirical

evidence to support the notion that victims are > one of the first studies of rape.

to some degree responsible for their own > on the basis of the details in the
victimization. Philadelphia police rape records, he reported

that all forcible rapes were victim precipitated

by such factors as the use of alcohol by both

> Wolfgang identified three factors common to
parties; seductive actions by the victim; and
victim-precipitated homicides:
the victim’s wearing of revealing clothing,
(1) The victim and offender had some prior
which could tantalize the offender to the point
interpersonal relationship,
of misreading the victim’s behavior.

(2) There was a series of escalating

disagreements between the parties, and

 THEORIES OF VICTIMIZATION > suggests that the characteristics of the 38

victim precipitate the crime. That is, a criminal

1. Lifestyle Exposure Theory
could single out a victim is of a certain
- states that an individual’s demographics
ethnicity, race, sexual orientation, gender or
(e.g.,age, sex) tended to influence one’s
gender identity. Generally involve an
lifestyle, which in turn increased his or her
explaination of how an individual’s behavior
exposure to risk of personal and property
may contribute to his or her own victimization.
victimization. For instance, if females spend

more time at home, they would be exposed to

fewer risky situations involving strangers and REPEAT VS RECURRING VICTIMS

hence experience fewewr stranger-committed

Recurring victims – people who experience
victimizations.
two or more victimizations.

Repeat victim – is one who experiences the

2. Routine Activities Theory same type of victimization two or more times

in a given time frame.

> posits that the convergence in time and

space of a motivated offender, a suitable

target, and the absence of a capable guardian

EFFECTS AND CONSEQUENCES OF
provide an opportunity for crimes to occur. The
VICTIMIZATION
absence of any one of these conditions is
A. Physical Consequences – are often
sufficient to drastically reduce the risk of
visible and range in seriousness from bruises
criminal opportunity, if not prevent it
and scrapes, to broken bones, to fatal injuries.
altogether.
Other, less foreseeable injuries, such as the

threat of sexually transmitted diseases, can

3. Victim Precipitation Theory also be the result of a victimization incident.

B. Psychological/ Emotional and Mental would be a person 39
that continues to go
Consequences – may be less externally to a bar that is
known for nightly
obvious but are just as serious as physical
assault.
injury. Stress, depression, anxiety and other The guilty victim, The victim and
guilty offender offender may have
mental disorders are but a few that crime engaged in criminal
activity together. This
victims experience. would be two people
attempting to steal a
car, rob a store, sell
drugs, etc.
C. Financial Consequences – Medical The guilty offender, The victim may have
guiltier victim been the primary
expenses, property losses, lost wages and attacker, but the
offender won the
legal costs are financial consequences that
fight.
victims and their families must bear. Guilty victim The victim instigated
a conflict but is killed
in self-defense. An
example would be
an abused woman
MENDELSOHN’S TYPOLOGY OF CRIME killing her partner
while he is abusing
VICTIMS
her.
Imaginary victim Some people
Innocent Victim Someone who did pretend to be victims
not contribute to the and are not. This
victimization and is would be someone
in the wrong place at falsifying reports.
the wrong time. This
is the victim we most
often envision when
thinking about
enhancing victim
rights. VON HENTIG’S TYPOLOGY
The victim with Does not actively
minor guilt participate in their Young people Immature, under
victimization but adult supervision,
contributes to some lack physical
minor degree, such strength and lack the
as frequenting high- mental and
crime areas. This emotional maturity to
 recognize when the one being 40
victimization. abused turns on
Females/ elderly Lack of physical them.
strength Blocked, exempted Enter situations in
Mentally ill/ Can be taken and fighting which they are taken
intellectually advantage of easily victims advantage such as
disabled blackmail.
Immigrants Cannot understand
language or the
threat of deportation
makes them
vulnerable.
STRATEGIES AND PROVISIONS FOR
Minorities Marginalized in
society, so VICTIMS’ PROTECTION
vulnerable to
victimization.
REPUBLIC ACT 6981- Witness Protection,
Dull normals Reasonably
intelligent people Security and Benefit Act
who are naïve or
vulnerable in some
way. These people
are easily deceived.
The depressed Gullible, easily Who May Avail of the Program?
swayed, and not
vigilant.
The acquisitive Greedy can be
targeted by A. Any person who has witnessed or has
scammers who
would take knowledge of or information on the
advantage of their
commission of a crime and has testified or is
desire for financial
gain. testifying or about to testify before any judicial
The lonesome and Often prone to
broken-hearted victimization by or quasi-judicial body, or before any
intimate partners.
They desire to be investigating authority, may be admitted into
with someone at any
the Program, provided, that;
cost. They are
susceptible to
manipulation.
Tormentors Primary abusers in
relationships
become victims
1. The offense in which his testimony will legislative committee where his testimony is 41

be used is a grave felony as defined under needed when in its judgment there is pressing

the RPC; necessity therefor: Provided, that such

recommendation is approved by the President

of the Senate or the Speaker of the House of

2. His testimony can be substantially
Representatives, as the case may be;
corroborated in its material points;

C. Any person who has participated in the

3. he or any member of his family within the
commission of a crime and desires to be a
second civil degree of consanguinity or
witness for the State, whenever the following
affinity is subjected to threats to his life or
circumstances are present:
bodily injury or there is a likelihood that he will

be killed, forced, intimidated, harassed or

corrupted to prevent him from testifying, or to (1) the offense in which testimony will be used

testify falsely or evasively, because or on is a grave felony as defined under the Revised

account of his testimony; and Penal Code or its equivalent under special

laws;

(2) there is absolute necessity for his

4. he is not a law enforcement officer, even
testimony;
if he would be testifying against other law

enforcement officers. (3) there is no other direct evidence available

for the proper prosecution of the offense

committed;
B. In case of legislative investigations in aid of
(4) his testimony can be substantially
legislation, a Witness, with his express
corroborated in its material points;
consent, upon the recommendation of the
(5) he does not appear to be the most guilty; (c) Whenever practicable, assist the 42

and Witness in obtaining means of

livelihood.
(6) he has not at any time been convicted of

any crime involving moral turpitude.

RIGHTS AND BENEFITS OF PERSONS

ADMITTED INTO THE PROGRAM

D. an accused discharged from an

information or criminal complaint by the (d) In no case shall the Witness be

Court in order that he may be a State Witness. removed from or demoted in work

because or on account of his

absences due to his attendance before

RIGHTS AND BENEFITS OF PERSONS
any judicial or quasi-judicial body or
ADMITTED INTO THE PROGRAM
investigating authority, including

(a) To have a secure housing facility, legislative investigation in aid of

until the threat, intimidation or legislation, in going thereto and in

harassment disappears or is reduced to coming therefrom: Provided, that his

a manageable or tolerable level. employer is notified through a

certification issued by the Department

(b) Entitled to relocation and/ or change or within a period of thirty (30) days the

personal indentity at the expense of the date when the witness last reported for

program. This right may be extended to work.

any member of the family of the

Witness within the second civil degree (e) Any witness who failed to report for

of consanguinity or affinity. work because of Witness duty shall

be paid his equivalent salaries or

 wages corresponding to the number of education, from primary to college 43

days of absence occasioned by the level in any state or private school,

Program. college or university.

(f) To be provided with reasonable

Note:
travelling expenses and subsistence
Any Witness admitted into the Program
allowance by the Program.
who fails or refuses to testify or to continue to

testify without just cause when lawfully obliged

RIGHTS AND BENEFITS OF PERSONS to do so, shall be prosecuted for contempt.

ADMITTED INTO THE PROGRAM If he testifies falsely or evasively, he shall be

liable to prosecution for perjury.

(g) To be provided with free medical

treatment, hospitalization and

medicines, for any injury or illness

REPUBLIC ACT 9262 – Anti Violence against
incurred or suffered by him because of
Women and their Children
Witness duty.

(h) If a Witness is killed because of his VICTIM’S PROTECTION UNDER RA 9262

participation in the Program, his heirs - VENUE – The Regional Trial Court
shall be entitled to a burial of not designated as a Family Court shall have
less that Ten Thousand pesos original and exclusive jurisdiction over cases
(P10,00.00) of violence against women and their children.

(i) In case of death or permanent

- PROTECTION ORDER – an order issued
incapacity, his minor or dependent
under this act for the purpose of preventing
children shall be entitled to free
further acts of violence against a woman or
her child and granting other necessary relief. 44

The relief granted under a protection order

- Temporary Protection Order – refers to the
serve the purpose of safeguarding the victim
protection order issued by the Court on the
from further harm, minimizing any disruption in
date of filing of the application after ex parte
the victim’s daily life, and facilitating the
determination that such order should be
opportunity and ability of the victim to
issued. A court may grant in a TPO any, some
independently regain control over her life.
orr all of the reliefs mentioned in this Act and

shall be effective for thirty (30) days. The court

shall schedule a hearing on the issuance of a

TYPES OF PROTECTION ORDERS UNDER
PPO prior to or on the date of the expiration of
RA9262
the TPO.
- Barangay Protection Order (BPO) – refers

to the protection order issued by the Punong

Barangay ordering the perpetrator to desist - Permanent Protection Orders – refers to

from committing Acts under Sec. 5 (a) and (b) protection order issued by the court after

of RA 9262. If the Punong Barangay is notice and hearing. Respondents non-

unavailable to act on the application for a appearance despite proper notice, or his lack

BPO, the application shall be acted upon by of a lawyer, or the non-availability of his lawyer

any available Barangay Kagawad. If the BPO shall not be a ground for rescheduling or

is issued by a Barangay Kagawad, the order postponing the hearing on the merits of the

must be accompanied by an attestation by issuance of a PPO. If the respondents

the Barangay Kagawad that the Punong appears without counsel on the date of the

Barangay was unavailable at the time for the hearing on the PPO, the court shall appoint a

issuance of the BPO. BPOs shall be effective lawyer for the respondent and immediately

for fifteen (15) days. proceed with the hearing.

 45

(d) Directing the respondent to stay away

Note: ex Parte- Latin meaning “for one party”,
from petitioner and designated family or
referring to motions, hearings or orders
household member at a distance
granted on the request of and for the benefit
specified by the court, and to stay away
of one party only.
from the residence, school, place of

employment, or any specified place

The protection orders that may be issued frequented by the petitioner and any

under this Act shall include any, some or designated family or household

all of the following reliefs: member;

(a) Prohibition of the respondent from

threatening. (e) Directing lawful possession and use by

petitioner of an automobile and other

(b) Prohibition of the respondent from essential personal effects, regardless of

harassing, annoying, telephoning, ownership.

contacting or otherwise communicating

with the petitioner, directly or indirectly. (f) Granting a temporary or permanent

custody of a child/ children to the

(c) Removal and exclusion of the petitioner;

respondent from the residence of the

petitioner, regardless of ownership of (g) Directing the respondent to provide

the residence, either temporarily for the support to the woman and/ or her child

purpose of protecting the petitioner or if entitled to legal support.

permanently where no property rights

are violated.
(h) Prohibition of the respondent from any 46

use or possession of any firearm or

deadly weapon and order him to

surrender the same to the court for

appropriate disposition by the court.

(i) Restitution for actual damages caused

by the violence inflicted.

(j) Directing the DSWD or any appropriate

agency to provide petitioner may need;

and

(k) Provisions of such other forms of relief

as the court deems necessary to

protect and provide for the safety of the

petitioner.

“Reading is like breathing in, and writing is

like breathing out.”
- Pam Allyn -