Definition of Character

 The total quality of a person’s behavior, as revealed in his habits of thought and
expression, his attitudes and interests, his actions, and his personal philosophy of life.
(The New Webster Dictionary).
 Is a psychological notion that refers to all the habitual ways of feeling and reacting that
distinguish one individual from another.
 The way someone thinks, feels, and behaves: someone's personality.
 A set of qualities that are shared by many people in a group, country, etc.

Etymology of the word Character

The English word ‘character’ is derived from the Greek charaktêr, which originally referred to a
mark impressed upon a coin. Later and more generally, ‘character’ came to mean a distinctive
mark by which one thing was distinguished from others, and then primarily to mean the
assemblage of qualities that distinguish one individual from another.

The Different Kinds of Character

1. The Continent Character is one who has selfish, amoral, or immoral desires, but exhibits
control over them in the service of acting morally. For example, a man in a committed
relationship who lusts after another woman but inhibits acting on those feelings because
the betrayal of his wife goes against the good would be acting as a continent character.
Interestingly, Kant believed that the moral and the personal inclinations were inevitably
in conflict and the times when an individual suppressed his desires and acted morally
were examples of the highest good.

2. The Incontinent Character knows what the right or virtuous thing is to do, but does not
have the self-control to live by his morals. Continuing with the example above, this
would be an individual who would know that it was wrong to betray his wife and have a
casual affair, but would give into his desires, perhaps feeling guilty afterwards.

3. The Vicious Character, in contrast, feels no conflict between inclinations and moral duty
because he has no moral sense of the good. Such individuals simply act on their own
selfish inclinations, as these are seen as what is valuable. Continuing with the above
example, a vicious character would cheat on his wife with no guilt and simply work to
solve the problem of her finding out about it so that it would not inconvenience him.

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 4. The Virtuous Character also feels no conflict between emotional inclinations and moral
duty. Why? Because the virtuous character has trained his emotional system to be
aligned with his moral inclinations. In short, at a deep emotional level, the virtuous
character wants to do the good. While such a character might indeed have sexual
feelings for another, he would feel pride and connection in acting in a loyal, trustworthy
manner and the very thought of cheating or acting immorally is deeply aversive for the
virtuous character. Emmanuel Kant, believed that the virtuous character represented
the highest ideal.

Emmanuel Kant – Father of Modern Philosophy

When to Say a Person Has a Good Character?

No one is born with good character; it’s not a hereditary trait. And it isn’t determined by a
single noble act. Character is established by conscientious adherence to moral values, not by
lofty rhetoric or good intentions. Another way of saying that is, character is ethics in action.

Good Character Traits:

 Help build respect and trust from others.

 Motivate and inspire better character from others.
 Build self-respect and confidence.
 Provide a framework for making important decisions and choices.
 Reflect leadership qualities in personal and professional endeavors.

Agencies Responsible for Character Development

1) The Home

The molding of the character of the child starts at the home. Consequently, every member of
the family should strive to make the home a wholesome and harmonious place as its
atmosphere and conditions will greatly influence the child's development. It is said that the
home is considered as the “cradle of human personality” for in it the child forms fundamental
attitudes and habits that endure throughout his life.

General Duties of Parents in Child Rearing (PD 603, the Child and Youth Welfare Code)

a) To give him affection, companionship and understanding;

b) To extend to him the benefits of moral guidance, self-discipline and religious instruction;
c) To supervise his activities, including his recreation;
d) To inculcate in him the value of industry, thrift and self-reliance;

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 e) To stimulate his interest in civic affairs, teach him the duties of citizenship, and develop
his commitment to his country;
f) To advise him properly on any matter affecting his development and well-being;
g) To always set a good example;
h) To provide him with adequate support, as defined in Article 290 of the Civil Code; and
i) To administer his property, if any, according to his best interests, subject to the provisions
of Article 320 of the Civil Code.

Virtues to Emphasize by Age (From David Isaacs' book Character Building)

a) Four to Seven Years — encourage them to obey out of love

Obedience Sincerity Order

b) Eight to Twelve Years —Aim for satisfaction in overcoming real obstacles

Fortitude Perseverance
Industry Patience
Responsibility Justice
Generosity

c) Thirteen to Fifteen Years — give challenging but reasonable targets

Modesty Moderation Simplicity

Sociability Patriotism Friendship Respect

d) Sixteen to Eighteen Years

Prudence Flexibility Understanding

Loyalty Optimism Audacity Humility

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 2. The School

It is said that the school is an extension of the home having the strategic position to control crime
and delinquency; it exercises authority over every child as a constituent.

The teachers are considered second parents having their responsibility to mold the child to
become productive members of the community by devoting energies to study the child behavior
using all available scientific means and devices in an attempt to provide each the kind and
amount of education they need.

The school takes the responsibility of preventing the feeling of insecurity and rejection of the
child, which can contribute directly to maladjustment and to criminality by setting up objectives
of developing the child into a well-integrated and useful law-abiding citizen.

The school has also the role of working closely with the parents and neighborhood, and other
community agencies and organizations to direct the child in the most effective and constructive
way.

11 Principles of Effective Character Education

(Lickona, Schaps and Lewis 2000)

1. Promote core ethical values as the basis of good character.

2. Define character comprehensively to include thinking, feeling, and behavior.
3. Promote core values intentionally and proactively through all parts of school life.
4. Are caring communities.
5. Give students opportunities for moral action.
6. Have meaningful and challenging academic curriculums that respect learners.
7. Develop students’ intrinsic motivation.
8. Have professionals who exemplify core values and maintain a moral community.
9. Require moral leadership from educators and students.
10. Recruit parents and community members as full partners.
11. Evaluate school character, student character, and adults as character educators.

3. The Church

Religion is a positive force for good in the community and an influence against crime and
delinquency. The church influences people’s behavior with the emphasis on morals and life’s
highest spiritual values, the worth and dignity of the individual, and respect for person’s lives
and properties, and generate the full power to oppose crime and delinquency.

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 Just like the family and the school, the church is also responsible to cooperate with institutions
and the community in dealing with problems of children, delinquents and criminals as regardless
to the treatment and correction of criminal behaviors.

Moreover, the Child and Youth Welfare Code of the Philippines provides among others
that all churches and religious orders, congregations or groups may, conformably to law,
establish schools for the purpose of educating children in accordance with the tenets of their
religion.

4. The Community

To insure the full enjoyment of the right of every child to live in a society that offers or
guarantee him good moral environment among others for his wholesome growth and
development, it shall be the duty of the community to:

a) Bring about a healthy environment necessary to the normal growth of children and the
enhancement of their physical, mental and spiritual well-being;
b) Help institutions of learning, whether public or private, achieve the fundamental
objectives of education;
c) Organize or encourage movements and activities, for the furtherance of the interests of
children and youth;
d) Promote the establishment and maintenance of adequately equipped playgrounds, parks,
and other recreational facilities;
e) Support parent education programs by encouraging its members to attend and actively
participate therein;
f) Assist the State in combating and curtailing juvenile delinquency and in rehabilitating
wayward children;
g) Aid in carrying out special projects for the betterment of children in the remote areas or
belonging to cultural minorities or those who are out of school; and
h) Cooperate with private and public child welfare agencies in providing care, training and
protection to destitute, abandoned, neglected, abused, handicapped and disturbed
children.

Difference Between Character and Personality

By the term character, we mean enduring and distinguishing mental and moral characteristics
in an individual. It is the only factor which determines our reaction or response to the given
event or situation. It defines a person’s behavior pattern, thinking style, controls feelings. It is
based on the environment that surrounds us, mental ability, moral principles and similar other
factors. It is the most precious thing possessed by a person, evidenced by the limits he/she never
crossed.

Personality on the other hand can be defined as a combination of mental behavior and traits
or qualities like thinking pattern, feeling and acting. It is a range of enduring tendencies of an

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 individual to think, feel and behave in a specific manner in diverse situations. It refers to the
systematic arrangement of all your dispositions like attitude, thoughts, feelings, emotions, etc. It
is clear that character is different from a personality in a sense that character, shows the inner
self whereas the personality reflects the outer shell. If you combine your personality and your
character, the result will be who you are in reality.

Key Differences between Personality and Character

The significant differences between personality and character are discussed in the following
points:

1. Personality refers to the combination of qualities, attitude and behaviour, that makes a
person distinct from others. Character refers to a set of moral and mental qualities and
beliefs, which makes a person different from others.
2. Personality implies who we seem to be? On the other hand, the character represents who
we actually are?
3. Personality is a set of personal qualities whereas character is a collection of mental and
moral characteristics of an individual.
4. The personality is the mask or the identity of a person. Conversely, the character is the
learned behaviour.
5. Personality is subjective, but the character is objective.
6. Personality is the outer appearance and behaviour of a person. At the same time, character
indicates the traits of a person which are hidden from sight.
7. The personality of an individual may change with time. However, the character lasts
longer.
8. Character requires validation and support of society. In contrast, the personality, does not
need validation and support of the society.

Comparison Chart between Personality and Character

Basis of Personality Character

Comparison
Meaning Personality refers to the range of A character refers to a set of morals and
distinctive personal qualities and beliefs that defines how we treat or
traits of an individual. behave with others and ourselves.
Represents Who we seem to be? Who we actually are?
Traits Personal and physical Mental and moral
What is it? It is the identity It is a learned behaviour
Nature Subjective Objective
Outer appearance and behaviour of a
Expression Traits of a person that is abstract.
person.
Change May change over time. Remains same.
Validation of
Not required Required
Society

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The Good Side and Bad Side of Character

The old expression that actions speak louder than words is very true when it comes to character
traits. You learn about people's character by watching how they interact with the world. There's
an endless array of character traits that can be used to describe yourself or others.

Some character traits show a person's underlying values or beliefs:

Generosity Integrity Loyalty Devotion
Loving Kindness Sincerity Self-control
Peacefulness Faithfulness Patience Determination
Persistence Adventurous Fairness Cooperation
Tolerance Optimism Spirituality

Dark Side

No one is perfect and we all have a darker side. Some character traits that have negative
connotations include:
Dishonesty Disloyalty Unkindness Meanness
Rudeness Disrespectfulness Impatience Greed
Abrasiveness Pessimism Cruelty Unmercifulness
Narcissism Obnoxious Malicious Pettiness
Quarrelsome Caustic Selfishness Unforgiving

Leadership

How about a leader or someone who likes to be in charge? We might look for the following
character traits in a boss:
Dominance Confidence Persuasiveness Ambitiousness
Bossy Resourcefulness Decisiveness Charisma
Authority Enthusiasm Boldness Proactive

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Theories of Personality Development

Definition of Theory

 An organized body of ideas as to the truth of something, usually derived from the study of
a number of facts relating to it, but sometimes entirely a result of exercising the the
speculative imagination.
 Is defines as the as a supposition or a system of ideas intended to explain something,
especially one based on general principles independent of the thing to be explained.
 A set of principles on which the practice of an activity is based.

The Importance of a Theory

Theory- is any system of ideas arranged in rational order that produce general principles
which increase our understanding and explanations. theories have a life of their own in the ever-
increasing generalities they provide.

Theories are like children. Someone gives birth to them, and they go out into the world
and no longer belong to anyone. Some of them become ideologies (get used for political purposes)
and other become endless puzzles that scientists work on for centuries.

Different Theories of Personality Development

1. Psychoanalytic Theory
Sigmund Freud believed that personality developed through a series of childhood stages in
which the pleasure-seeking energies of the id become focused on certain erogenous areas.(areas
of the body that is pleasurable to touch)
An erogenous zone is characterized as an area of the body that is particularly sensitive to
stimulation. Psychoanalytic theory suggested that personality is mostly established by the age of
five.

Freud’s Stages of Psychosexual Development

a) The Oral Stage

Age Range: Birth to 1 Year
Erogenous Zone: Mouth

During the oral stage, the infant's primary source of interaction occurs through the mouth, so the
rooting and sucking reflex is especially important. The mouth is vital for eating, and the infant
derives pleasure from oral stimulation through gratifying activities such as tasting and sucking.
Because the infant is entirely dependent upon caretakers (who are responsible for feeding the
child), the child also develops a sense of trust and comfort through this oral stimulation. The
primary conflict at this stage is the weaning process--the child must become less dependent upon
caretakers. If fixation occurs at this stage, Freud believed the individual would have issues with
dependency or aggression. Oral fixation can result in problems with drinking, eating, smoking,
or nail-biting.

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 b) The Anal Stage
Age Range: 1 to 3 years
Erogenous Zone: Bowel and Bladder Control

During the anal stage, Freud believed that the primary focus of the libido was on controlling
bladder and bowel movements. The major conflict at this stage is toilet training—the child has
to learn to control their bodily needs. Developing this control leads to a sense of accomplishment
and independence.
According to Freud, success at this stage is dependent upon the way in which parents
approach toilet training. Parents who utilize praise and rewards for using the toilet at the
appropriate time encourage positive outcomes and help children feel capable and productive.
Freud believed that positive experiences during the toilet training stage serve as the basis for
people to become competent, productive, and creative adults. However, not all parents provide
the support and encouragement that children need during this stage. Some parents punish, ridicule,
or shame a child for accidents.
According to Freud, inappropriate parental responses can result in negative outcomes.
If parents take an approach that is too lenient, Freud suggested that an anal-expulsive personality
could develop in which the individual has a messy, wasteful, or destructive personality. If
parents are too strict or begin toilet training too early, Freud believed that an anal-retentive
personality develops in which the individual is stringent, orderly, rigid, and obsessive.

c) The Phallic Stage

Age Range: 3 to 6 Years
Erogenous Zone: Genitals

Freud suggested that during the phallic stage, the primary focus of the libido is on the genitals. At
this age, children also begin to discover the differences between males and females.Freud also
believed that boys begin to view their fathers as a rival for the mother’s affections. The Oedipus
complex describes these feelings of wanting to possess the mother and the desire to replace the
father. However, the child also fears that he will be punished by the father for these feelings, a
fear Freud termed castration anxiety. The term Electra complex has been used to describe a
similar set of feelings experienced by young girls. Freud, however, believed that girls instead
experience penis envy. Eventually, the
child begins to identify with the same-sex parent as a means of vicariously possessing the other
parent. For girls, however, Freud believed that penis envy was never fully resolved and that all
women remain somewhat fixated on this stage.

d) The Latent Period

Age Range: 6 to Puberty
Erogenous Zone: Sexual Feelings Are Inactive

During this stage, the superego continues to develop while the id's energies are suppressed.
Children develop social skills, values and relationships with peers and adults outside of the
family. The development of the ego and superego contribute to this period of calm. The stage
begins around the time that children enter into school and become more concerned with peer
relationships, hobbies, and other interests.
The latent period is a time of exploration in which the sexual energy repressed or
dormant. This energy is still present, but it is sublimated into other areas such as intellectual

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pursuits and social interactions. This stage is important in the development of social and
communication skills and self-confidence.
As with the other psychosexual stages, Freud believed that it was possible for children to
become fixated or "stuck" in this phase. Fixation at this stage can result in immaturity and an
inability to form fulfilling relationships as an adult.

e) The Genital Stage

Age Range: Puberty to Death
Erogenous Zone: Maturing Sexual Interests

The onset of puberty causes the libido to become active once again. During the final stage of
psychosexual development, the individual develops a strong sexual interest in the opposite sex.
This stage begins during puberty but last throughout the rest of a person's life. Where in earlier
stages the focus was solely on individual needs, interest in the welfare of others grows during this
stage. The goal of this stage is to establish a balance between the various life areas.
If the other stages have been completed successfully, the individual should now be well-
balanced, warm, and caring. Unlike the many of the earlier stages of development, Freud
believed that the ego and superego were fully formed and functioning at this point. Younger
children are ruled by the id, which demands immediate satisfaction of the most basic needs and
wants. Teens in the genital stage of development are able to balance their most basic urges against
the need to conform to the demands of reality and social norms.

2. Tripartite Theory of Personality

According to Freud, the basic driving force of personality and behavior is known as the libido.
This libidinal energy fuels the three components that make up personality: the id, the ego, and the
superego.

The id is part of the unconscious that contains all the urges and impulses including
what we called libido, a kind of generalized sexual energy that is used for everything from
survival instincts to appreciation of art. The id is the most primal part of the personality and
drives people to fulfill their most basic needs and urges. The id is also kind of stubborn, for it
responds only to what Freud called the pleasure principle (if it feels good, do it), and nothing else.

The ego is the only part of the conscious personality. It is what the person is aware of
when they think about themselves, and is what they usually try to project towards others.
The ego is dominated by what Freud called the reality principle (an orientation to the real world in
which the person lives). It is continually trying to meditate the demands of the id and prohibitions
of the superego. Also, the ego controls the urges of the id and forcing it to behave in realistic
ways.

The superego is the final aspect of personality to develop and contains all of the ideals,
morals, and value imbued by our parents and culture. This part of personality attempts to make the
ego behave according to these ideals. The ego must then moderate between the primal needs of
the id, the idealistic standards of the superego and reality.

3. Erikson’s Stages of Psychosocial Development

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Erik Erikson’s eight-stage theory of human development is one of the best-known theories in
psychology. While the theory builds on Freud’s stages of psychosexual development, Erikson
chose to focus on how social relationships impact personality development. The theory also
extends beyond childhood to look at development across the entire lifespan.
At each stage of psychosocial development, people face a crisis in which a task must be
mastered. Those who successfully complete each stage emerge with a sense of mastery and well-
being. Those who do not resolve the crisis at each stage may struggle with those skills for the
remainder of their lives.

The Erikson life-stage virtues, in order of the eight stages in which they may be acquired, are:

a) Trust vs. Mistrust - This stage covers the period of infancy, 0–18 months, which is the
most fundamental stage of life. Whether the baby develops basic trust or basic mistrust is
not merely a matter of nurture. The mother carries out and reflects her inner perceptions of
trustworthiness, a sense of personal meaning, etc. on the child. An important part of this
stage is providing stable and constant care of the infant. This helps the child develop
trust that can transition into relationships other than parental. Additionally, children
develop trust in others to support them. If successful in this, the baby develops a sense of
trust, which "forms the basis in the child for a sense of identity." Failure to develop this
trust will result in a feeling of fear and a sense that the world is inconsistent and
unpredictable.

b) Autonomy vs. Shame - Covers early childhood around 1–3 years old. Introduces the
concept of autonomy vs. shame and doubt. The child begins to discover the beginnings of
his or her independence, and parents must facilitate the child's sense of doing basic tasks
"all by himself/herself." Discouragement can lead to the child doubting his or her efficacy.
During this stage the child is usually trying to master toilet training. Additionally, the
child discovers his talents or abilities, and it is important to ensure the child is able to
explore those activities. Erikson states it is essential to allow the children freedom in
exploration but also create an environment welcoming of failures. Therefore, the parent
should not punish or reprimand the child for failing at the task. Shame and doubt
occurs when the child feels incompetent in ability to complete task and survive.
Children successful in this stage will have "self-control without a loss of self-esteem."

c) Initiative vs. Guilt - Preschool / 3–5 years. Does the child have the ability to do things
on her own, such as dress herself? Children in this stage are interacting with peers, and
creating their own games and activities. If allowed to make these decisions, the child
will develop confidence in her ability to lead others. If the child is not allowed to make
certain decisions the sense of guilt develops. Guilt in this stage is characterized by a
sense of being a burden to others, and the child will therefore usually present herself
as a follower. Additionally, the child is asking many questions to build knowledge of the
world. If the questions earn responses of critic the child will also develop feelings of guilt.
Success in this stage leads to the virtue of purpose, which is the normal balance
between the two extremes.

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d) Industry vs. Inferiority - School-age / 6–11 years. Child comparing self-worth to others
(such as in a classroom environment). Child can recognize major disparities in personal
abilities relative to other children. Erikson places some emphasis on the teacher, who
should ensure that children do not feel inferior. During this stage the child's friend group
increases in importance in his life. Often during this stage the child will try to prove
competency with things rewarded in society, and also develop satisfaction with his
abilities. Encouraging the child increases feelings of adequacy and competency in
ability to reach goals. Restriction from teachers or parents leads to doubt,
questioning, and reluctance in abilities and therefore may not reach full capabilities.
Competence, the virtue of this stage, is developed when a healthy balance between the
two extremes is reached.

e) Identity vs. Role Confusion - Adolescent / 12–18 years. Questioning of self. Who am I,
how do I fit in? Where am I going in life? The adolescent is exploring and seeking for her
own unique identity. This is done by looking at personal beliefs, goals, and values. The
morality of the individual is also explored and developed. Erikson believes that if the
parents allow the child to explore, she will determine her own identity. If, however, the
parents continually push her to conform to their views, the teen will face identity
confusion. The teen is also looking towards the future in terms of employment,
relationships, and families. Learning the roles she provides in society is essential since
the teen begins to develop the desire to fit in to society. Fidelity is characterized by the
ability to commit to others and acceptance of others even with differences. Identity
crisis is the result of role confusion and can cause the adolescent to try out different
lifestyles.

f) Intimacy vs. isolation - This is the first stage of adult development. This development
usually happens during young adulthood, which is between the ages of 18 to 40. Dating,
marriage, family and friendships are important during the stage in their life. This is due
to the increase in the growth of intimate relationships with others. By successfully
forming loving relationships with other people, individuals are able to experience love
and intimacy. They also feel safety, care, and commitment in these relationships.
Furthermore, if individuals are able to successfully resolve the crisis of intimacy versus
isolation, they are able to achieve the virtue of love. Those who fail to form lasting
relationships may feel isolated and alone.

g) Generativity vs. stagnation - The second stage of adulthood happens between the ages
of 40-65. During this time people are normally settled in their lives and know what is
important to them. A person is either making progress in his career or treading lightly in
his career and unsure if this is what he wants to do for the rest of his working life. Also
during this time, if a person is enjoying raising his children and participating in activities,
that gives him a sense of purpose. This is one way of contributing to society along with
productivity at work and involvement in community activities and organizations. If a
person is not comfortable with the way his life is progressing, he's usually regretful about
the decisions that he has made in the past and feels a sense of uselessness.

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 generativity- sense of productivity and contribution, guiding the next generation
ormentoring others.

Stagnation- boredom, a fear of change, dissatisfaction, feeling of isolation and despair

h) Ego integrity vs. despair - This stage affects the age group of 65 and on. During this time
an individual has reached the last chapter in her life and retirement is approaching or
has already taken place. Ego-integrity means the acceptance of life in its fullness: the
victories and the defeats, what was accomplished and what was not accomplished.
Wisdom is the result of successfully accomplishing this final developmental task.
Wisdom is defined as "informed and detached concern for life itself in the face of
death itself." Having a guilty conscience about the past or failing to accomplish important
goals will eventually lead to depression and hopelessness. Achieving the virtue of the
stage involves the feeling of living a successful life.

4. Piaget’s Stages of Cognitive Development

Jean Piaget’s theory of cognitive development , children progress through a series of four stages
that are marked by distinctive changes in how they think. How children think about themselves,
others, and the world around them plays an important role in the formation of personality. He
posited that children progress through 4 stages and that they all do so in the same order. These
four stages are:

a) Sensorimotor Stage (Birth to 2 Years Old) - The infant builds an understanding of

himself or herself and reality (and how things work) through interactions with the
environment. It is able to differentiate between itself and other objects. Learning takes
place via assimilation (the organization of information and absorbing it into existing
schema) and accommodation (when an object cannot be assimilated and the schemata
have to be modified to include the object.

b) Preoperational Stage (Ages 2 to 4) - The child is not yet able to conceptualize abstractly
and needs concrete physical situations. Objects are classified in simple ways, especially by
important features.

c) Concrete Operations (Ages 7 to 11) - As physical experience accumulates,

accommodation is increased. The child begins to think abstractly and conceptualize,
creating logical structures that explain his or her physical experiences.

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 d) Formal Operations (Beginning at Ages 11 To 15) - Cognition reaches its final form. By
this stage, the person no longer requires concrete objects to make rational judgments. He
or she is capable of deductive and hypothetical reasoning. His or her ability for abstract
thinking is very similar to an adult.

5. Kohlberg’s Theory of Moral Development

Lawrence Kohlberg developed a theory of personality development that focused on the growth of
moral thought.

A. Pre-conventional

The pre-conventional level of moral reasoning is especially common in children, although

adults can also exhibit this level of reasoning. Reasoners at this level judge the morality of an
action by its direct consequences. The pre-conventional level consists of the first and second
stages of moral development and is solely concerned with the self in an egocentric manner. A
child with pre-conventional morality has not yet adopted or internalized society's conventions
regarding what is right or wrong but instead focuses largely on external consequences that certain
actions may bring.

In Stage one (obedience and punishment driven), individuals focus on the direct consequences of
their actions on themselves. For example, an action is perceived as morally wrong because the
perpetrator is punished. "The last time I did that I got spanked, so I will not do it again." The
worse the punishment for the act is, the more "bad" the act is perceived to be. This can give rise to
an inference that even innocent victims are guilty in proportion to their suffering. It is
"egocentric", lacking recognition that others' points of view are different from one's own. There is
"deference to superior power or prestige".

An example of obedience and punishment driven morality would be a child refusing to do

something because it is wrong and that the consequences could result in punishment. For example,
a child's classmate tries to dare the child to skip school. The child would apply obedience and
punishment driven morality by refusing to skip school because he would get punished.

In Stage two (self-interest driven) expresses the "what's in it for me" position, in which right
behavior is defined by whatever the individual believes to be in their best interest but understood
in a narrow way which does not consider one's reputation or relationships to groups of people.
Stage two reasoning shows a limited interest in the needs of others, but only to a point where it
might further the individual's own interests. As a result, concern for others is not based on loyalty
or intrinsic respect, but rather a "You scratch my back and I'll scratch yours" mentality. The lack
of a societal perspective in the pre-conventional level is quite different from the social contract
(stage five), as all actions at this stage have the purpose of serving the individual's own needs or
interests. For the stage two theorist, the world's perspective is often seen as morally relative.

An example of self-interest driven is when a child is asked by his parents to do a chore. The child
asks, "what's in it for me?" The parents offer the child an incentive by giving a child an allowance
to pay them for their chores. The child is motivated by self-interest to do chores.

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 B. Conventional

The conventional level of moral reasoning is typical of adolescents and adults. To reason
in a conventional way is to judge the morality of actions by comparing them to society's views
and expectations. The conventional level consists of the third and fourth stages of moral
development. Conventional morality is characterized by an acceptance of society's conventions
concerning right and wrong. At this level an individual obeys rules and follows society's norms
even when there are no consequences for obedience or disobedience. Adherence to rules and
conventions is somewhat rigid, however, and a rule's appropriateness or fairness is seldom
questioned.

In Stage three (good intentions as determined by social consensus), the self enters society by
conforming to social standards. Individuals are receptive to approval or disapproval from others as
it reflects society's views. They try to be a "good boy" or "good girl" to live up to these
expectations, having learned that being regarded as good benefits the self. Stage three reasoning
may judge the morality of an action by evaluating its consequences in terms of a person's
relationships, which now begin to include things like respect, gratitude, and the "golden rule". "I
want to be liked and thought well of; apparently, not being naughty makes people like me."
Conforming to the rules for one's social role is not yet fully understood. The intentions of actors
play a more significant role in reasoning at this stage; one may feel more forgiving if one thinks
that "they mean well".

In Stage four (authority and social order obedience driven), it is important to obey laws,
dictums, and social conventions because of their importance in maintaining a functioning society.
Moral reasoning in stage four is thus beyond the need for individual approval exhibited in stage
three. A central ideal or ideals often prescribe what is right and wrong. If one person violates a
law, perhaps everyone would—thus there is an obligation and a duty to uphold laws and rules.
When someone does violate a law, it is morally wrong; culpability is thus a significant factor in
this stage as it separates the bad domains from the good ones. Most active members of society
remain at stage four, where morality is still predominantly dictated by an outside force.

C. Post-conventional

The post-conventional level, also known as the principled level, is marked by a growing
realization that individuals are separate entities from society, and that the individual's own
perspective may take precedence over society's view; individuals may disobey rules inconsistent
with their own principles. Post-conventional moralists live by their own ethical principles—
principles that typically include such basic human rights as life, liberty, and justice. People who
exhibit post-conventional morality view rules as useful but changeable mechanisms—ideally rules
can maintain the general social order and protect human rights. Rules are not absolute dictates that

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must be obeyed without question. Because post-conventional individuals elevate their own moral
evaluation of a situation over social conventions, their behavior, especially at stage six, can be
confused with that of those at the pre-conventional level. Some theorists have speculated that
many people may never reach this level of abstract moral reasoning.

In Stage five (social contract driven), the world is viewed as holding different opinions, rights,
and values. Such perspectives should be mutually respected as unique to each person or
community. Laws are regarded as social contracts rather than rigid edicts. Those that do not
promote the general welfare should be changed when necessary to meet "the greatest good for the
greatest number of people". This is achieved through majority decision and inevitable
compromise. Democratic government is ostensibly based on stage five reasoning.

In Stage six (universal ethical principles driven), moral reasoning is based on abstract reasoning
using universal ethical principles. Laws are valid only insofar as they are grounded in justice, and
a commitment to justice carries with it an obligation to disobey unjust laws. Legal rights are
unnecessary, as social contracts are not essential for deontic moral action. Decisions are not
reached hypothetically in a conditional way but rather categorically in an absolute way, as in the
philosophy of Immanuel Kant. This involves an individual imagining what they would do in
another's shoes, if they believed what that other person imagines to be true. The resulting
consensus is the action taken. In this way action is never a means but always an end in itself; the
individual acts because it is right, and not because it avoids punishment, is in their best interest,
expected, legal, or previously agreed upon.

6. Life Course Theory

Life course theory, more commonly termed the life course perspective, refers to a
multidisciplinary paradigm for the study of people's lives, structural contexts, and social
change. This approach encompasses ideas and observations from an array of disciplines, notably
history, sociology, demography, developmental psychology, biology, and economics. In
particular, it directs attention to the powerful connection between individual lives and the
historical and socioeconomic context in which these lives unfold. As a concept, a life course is
defined as "a sequence of socially defined events and roles that the individual enacts over
time"

7. Sociocultural Theory of Cognitive Development

Sociocultural theory is an emerging theory in psychology that looks at the important

contributions that society makes to individual development. This theory stresses the
interaction between developing people and the culture in which they live. Sociocultural theory
also suggests that human learning is largely a social process.

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Psychologist Lev Vygotsky, who postulated this theory, believed that parents, caregivers, peers,
and the culture at large were responsible for developing higher-order functions. According to
Vygotsky, learning has its basis in interacting with other people. Once this has occurred, the
information is then integrated on the individual level.

8. Behavioral Child Development Theories

Behaviourists believed that psychology needed to focus only on observable and

quantifiable behaviours in order to become a more scientific discipline. According to the
behavioural perspective, all human behaviour can be described in terms of environmental
influences. Behavioural theories of child development focus on how environmental interaction
influences behaviour and deal only with observable behaviours. Development is considered a
reaction to rewards, punishments, stimuli, and reinforcement.
This theory differs considerably from other child development theories because it gives no
consideration to internal thoughts or feelings. Instead, it focuses purely on how experience shapes
who we are.

9. Eysenck’s Personality Theory

Eysenck (1952, 1967, and 1982) proposed a theory of personality based on biological
factors, arguing that individuals inherit a type of nervous system that affects their ability to learn
and adapt to the environment.

a) Extraverts are sociable and crave excitement and change, and thus can become
bored easily. They tend to be carefree, optimistic and impulsive. They are more
likely to take risks and be thrill seekers. Eysenck argues that this is because they
inherit an under aroused nervous system and so seek stimulation to restore the level of
optimum stimulation. Introverts on the other hand lie at the other end of this scale,
being quiet and reserved. They are already over-aroused and shun sensation and
stimulation. Introverts are reserved, plan their actions and control their emotions.
They tend to be serious, reliable and pessimistic.
b) Neuroticism/stability - A person’s level of neuroticism is determined by the reactivity
of their sympathetic nervous system. A stable person’s nervous system will generally
be less reactive to stressful situations, remaining calm and level headed. Someone high
in neuroticism on the other hand will be much more unstable, and prone to
overreacting to stimuli and may be quick to worry, anger or fear. They are overly
emotional and find it difficult to calm down once upset. Neurotic individuals have an
ANS that responds quickly to stress.
c) Psychoticism – e.g., lacking in empathy, cruel, a loner, aggressive and troublesome.
This has been related to high levels of testosterone. The higher the testosterone, the
higher the level of psychoticism, with low levels related to more normal balanced
behavior.

10. Theory of Evolution

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 First formulated in Darwin's book "On the Origin of Species" in 1859, is the process by
which organisms change over time as a result of changes inheritable physical or behavioural traits.
Changes that allow an organism to better adapt to its environment will help it survive and have
more offspring.

The theory has two main points. "All life on Earth is connected and related to each other," and this
diversity of life is a product of "modifications of populations by natural selection, where some
traits were favoured in and environment over others,

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 Six (6) Qualities of a Great Police Officer

1. Communication skills - In fact, proficient communication skills can be more than just
helpful as a police officer—they can be vital. “When you write a report, your specific
wording can be the difference between something usable in court and something that gets
thrown out,” “You have to be very exact, and you have to know the laws that impact your
reports.”

It’s also true that your ability to communicate clearly can help you earn the trust of the
community in which you serve as a law enforcement officer. “Interpersonal communication skills
are important because they allow officers to develop a good rapport with the community, with
fellow officers and with those from diverse cultures,” Another important aspect of effective
communication is the ability to patiently listen. “Officers who take the time to really hear what
people are saying and who ask questions with real curiosity are going to get better results,” When
citizens feel like police officers truly care, they’re more likely to cooperate, they typically offer
more information and they often work to help law enforcement get to the bottom of an issue.

2. Compassion & Empathy - Much of an officer’s work requires the ability to relate to
those going through incredible hardships, showing compassion while still remaining professional.
“You will find yourself inserted into the most tragic and chaotic moments of people’s lives,”
“Their world will be upside down, and you will need to be a compassionate, strong authority
figure. You will be the symbol of both calm and sympathy.”

3. Integrity - If you’re the type to always follow through in performing top-quality work,
whether or not a superior is present, then you already possess one of the top characteristics of a
police officer. “Integrity is a fundamental trait required for police work and quite possibly the
most important,” Integrity is a key factor in the public trusting and having confidence in their law
enforcement officers.

4. Negotiation skills - Negotiation skill is one of the vital traits of a police officer. The crisis
incidents officers may encounter on the job include several factors, such as negative emotions
dictating people’s actions, people failing to listen, tension increasing and failing to see alternative
options.

Effective negotiation skills often include practices like active listening, remaining calm,
and expressing empathy, treating a subject with respect, remaining non-judgmental and referring
to a subject by name when possible. Ineffective negotiation behaviors include things like being
confrontational, making promises you can’t keep, telling a subject to calm down, being
demanding, rushing the process and being judgmental.

5. Eagerness to learn - Someone who is naturally curious and is continually willing to grow
their knowledge and abilities has the potential to make a sizeable impact as a police officer. Even
though law enforcement officials endure a substantial amount of training before they find
themselves in uniform, there’s always more they’ll have to learn on the job.
“One of the things people don’t realize about police work is that you have to be a jack-of-
all-trades,”. “Expectations for officers are really high, and new things are always getting added to
their plates.”

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 6. Mental agility - This is a potentially life-saving skill. “You go into so many scenarios
expecting one thing, when something completely different happens. You might only have seconds
to react,”. Officers who have strong mental agility are able to switch their mindset instantly
without losing composure.

“There is a very subtle difference you can observe between someone reaching for a gun
and someone reaching for a wallet. It’s hard to spot, but if you know what to look for, you’ll be
able to read warning signs,”. “You have to remain calm when things don’t go as planned. Mental
flexibility can be a life-altering skill, both for officers and for those they encounter.

THE PNP CORE VALUES, PROFESSIONAL CONDUCT AND ETHICAL STANDARDS

The PNP Core Values

The police service is a noble profession which demands from its members specialized knowledge
and skills, as well as high standards of ethics and morality. Hence, the members of the PNP must
adhere to and internalize the enduring core values of:

1) love of God
2) respect for authority
3) selfless love and service for people
4) sanctity of marriage, and family life
5) responsible dominion and stewardship over material things, and
6) truthfulness

Standard of Police Professionalism

PNP members shall perform their duties with integrity, intelligence and competence in the
application of specialized skills and technical knowledge with excellence and expertise.

Police Professional Conduct

1. Commitment to Democracy- Uniformed PNP members shall commit themselves to the

democratic way of life and values and maintain the principle of public accountability.
They shall at all times uphold the Constitution and be loyal to our country, people and
organization, above their loyalty to any person.
2. Commitment to Public Interest- PNP members shall always uphold public interest over
and above personal interest. All government properties, resources and powers of their
respective offices must be employed and used effectively, honestly and efficiently,
particularly to avoid wastage of public funds and revenues. PNP members must avoid and
prevent the “malversation” of human resources, government time, property and funds.
3. Non-Partisanship- PNP members shall provide services to everyone without
discrimination regardless of party affiliation in accordance with existing laws and
regulations.

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4. Physical Fitness and Health- PNP members shall strive to be physically and mentally fit
and in good health at all times. Toward this end, they shall undergo regular physical
exercises and annual medical examination in any PNP Hospital or Medical facility, and
actively participate in the Physical Fitness and Sports Development Program of the PNP.
5. Secrecy Discipline- PNP members shall guard the confidentiality of classified information
against unauthorized disclosure, including confidential aspects of official business, special
orders, communications and other documents roster or any portion thereof, contents of
criminal records, identities of persons who may have given information to the police in
confidence and other classified information or intelligence material.
6. Social Awareness- PNP members and their immediate family members shall be
encouraged to actively get involved in religious, social and civic activities to enhance the
image of the organization without affecting their official duties.
7. Non- Solicitation of Patronage- PNP members shall seek self-improvement through
career development and shall not directly or indirectly solicit influence or recommendation
from politicians, high ranking government officials prominent citizens, persons affiliated
with civic or religious organizations with regards to their assignments, promotions,
transfer or those of other members of the force, nor shall they initiate any petition to be
prepared and presented by citizens in their behalf. Moreover, they shall advise their
immediate relatives not to interfere in the activities of the police service particularly in the
assignment and reassignment of personnel.
8. Proper Care and Use of Public Property- PNP members shall promote and maintain
sense of responsibility in the protection, proper care and judicious disposition and use of
public property issued for their official use or entrusted to their care and custody just like
“a good father of their family”. When the Commander/Director is relieved from his post,
all properties/equipment belonging to the government must be turned-over to the
incoming. A committee for the purpose shall be proper. Hence, it is a taboo for outgoing
Commander/Director to detach, remove and bring home or to his new assignment
properties which do not personally belong to him.
9. Respect for Human Rights- In the performance of duty, PNP members shall respect and
protect human dignity and uphold the human rights of all persons. No member shall inflict,
instigate or tolerate extra-judicial killings, arbitrary arrests, any act of torture or other
cruel, inhuman or degrading treatment or punishment and shall not invoke superior orders
or exceptional circumstances such as a state –of-war, a threat to national security, internal
political instability or any public emergency as a justification for committing such human
rights violations.
10. Devotion to Duty- PNP members shall perform their duties with dedication thoroughness,
efficiency enthusiasm, determination, and manifest concern for public welfare, and shall
refrain from engaging in any activity which shall be conflict with their duties as public
servants.
11. Conservation of Natural Resources- PNP members shall help in the development and
conservation of our natural resources for ecological balance and posterity as these are the
inalienable heritage of our people.
12. Discipline- PNP members shall conduct themselves properly at all times in keeping with
the rules and regulations of the organization.
13. Loyalty- PNP members shall be loyal to the Constitution and the police service as
manifested by their loyalty to their superiors peers and subordinates as well.

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 14. Obedience to Superiors- PNP members shall obey lawful orders of and be courteous to
superior officers and other appropriate authorities within the chain of command. They
shall readily accept whenever they are assigned anywhere in the country. Therefore, it is
taboo for any personnel to petition in court or in any public forum his assignment.
15. Command Responsibility- In accordance with the Doctrine on Command Responsibility,
immediate Commanders/ Directors shall be responsible for the effective supervision,
control and direction of their personnel and shall see to it that all government resources
shall be managed, expended or utilized in accordance with laws and regulations and
safeguard against losses thru illegal or improper disposition.

The Ethical Standards

Ethical standards shall refer to established and generally accepted moral values. Ethical acts to
be observed are the following:

1. Morality- PNP members shall adhere to high standards of morality and decency and shall
set good examples for others to follow. In no instance during their terms of office, among
other things, shall they be involved as owners, operators, managers or investors in any
house of ill-repute or illegal gambling den or other places devoted to vices, nor they shall
patronize such places unless on official duty, and tolerate operations of such
establishments in their respective areas of responsibilities. They shall be faithful to their
lawfully wedded spouses.
2. Judicious Use of Authority – PNP members shall exercise proper and legitimate use of
authority in the performance of duty.
3. Integrity – PNP members shall not allow themselves to be victims of corruption and
dishonest practices in accordance with the provisions of RA 6713 and other applicable
laws.
4. Justice – PNP members shall strive constantly to respect the rights of others so that they
can fulfill their duties and exercise their rights as human beings, parents, children, citizens,
workers, leaders, or in other capacities and to see to it that others do likewise.
5. Humility – PNP members shall recognize the fact that they are public servants and not the
masters of the people and towards this end, they should perform their duties without
attracting attention or expecting the applause of others.
6. Orderliness – PNP members shall follow logical procedures in accomplishing tasks
assigned to them to minimize waste in the use of time, money and effort.
7. Perseverance – Once a decision is made, PNP members shall take legitimate means to
achieve the goal even in the face of internal or external difficulties, and despite anything
which might weaken their resolve in the course of time.

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