BASIC

PROCESSES
OF BEHAVIOR
Dr. Wasonga
INTRODUCTION
 Behaviour is how someone acts or conducts
oneself.
 It is what a person does to make something
happen, to make something change or to keep
things the same.
 Behaviour is a response to things that are
happening:
Internally: - thoughts and feelings.
Externally: - the environment, including other
people.
THE BASIC PROCESSES OF
BEHAVIOR INCLUDE:
1. Reflexes
 A reflex is an involuntary and nearly
instantaneous movement in response to a
stimulus
 The reflex is an automatic response to a
stimulus that does not receive or need
conscious thought as it occurs through a
reflex arc.
 Reflex arcs act on an impulse before that
impulse reaches the brain.
 They are actions consisting of comparatively
simple segments of behaviour that usually
occur as direct and immediate responses to
particular stimuli uniquely correlated with
them.
WHAT REFLEXES SHOULD BE PRESENT IN A
NEWBORN?
Rooting reflex
 This reflex starts when the corner of the baby's mouth is stroked or touched.
 The baby will turn his or her head and open his or her mouth to follow and root
in the direction of the stroking.
 This helps the baby find the breast or bottle to start feeding.
 This reflex lasts about 4 months.

Suck reflex
 Rooting helps the baby get ready to suck. When the roof of the baby's mouth is
touched, the baby will start to suck.
 This reflex doesn't start until about the 32nd week of pregnancy and is not fully
developed until about 36 weeks.
 Premature babies may have a weak or immature sucking ability because of this.
 Because babies also have a hand-to-mouth reflex that goes with rooting and
sucking, they may suck on their fingers or hands.
Moro reflex
 The Moro reflex is often called a startle reflex, this is because it usually
occurs when a baby is startled by a loud sound or movement.
 In response to the sound, the baby throws back his or her head, extends
out his or her arms and legs, cries, then pulls the arms and legs back in.
 A baby's own cry can startle him or her and trigger this reflex.
 This reflex lasts until the baby is about 2 months old.

Tonic neck reflex

 When a baby's head is turned to one side, the arm on that side stretches
out and the opposite arm bends up at the elbow.
 This is often called the fencing position.
 This reflex lasts until the baby is about 5 to 7 months old.
Grasp reflex
 Stroking the palm of a baby's hand causes the baby to close his or her
fingers in a grasp.
 The grasp reflex lasts until the baby is about 5 to 6 months old. A similar
reflex in the toes lasts until 9 to 12 months.

Stepping reflex
 This reflex is also called the walking or dance reflex because a baby
appears to take steps or dance when held upright with his or her feet
touching a solid surface.
 This reflex lasts about 2 months.
2. Conditioning
 Conditioning is a form of learning in which either:
a given stimulus (or signal) becomes increasingly effective
in evoking a response or
a response occurs with increasing regularity in a well-
specified and stable environment.
CLASSICAL
CONDITIONING
 Also referred to as respondent
conditioning
 Learning process where a neutral
stimulus becomes associated with a
meaningful stimulus, eliciting a similar
response.
 It is a behavioral procedure in which a
biologically potent stimulus (e.g. food, a
puff of air on the eye, a potential rival) is
paired with a neutral stimulus (e.g. the
sound of a musical triangle).
 The term classical conditioning refers to
the process of an automatic, conditioned
response that is paired with a specific
stimulus.
 OPERANT CONDITIONING
 Also referred to as
instrumental conditioning
 Learning process where
behavior is shaped by
consequences
(reinforcements or
punishments).
3. Reinforcement
 Reinforcement refers to anything that increases the likelihood
that a response will occur.
 Psychologist B.F. Skinner coined the term in 1937.
For example, reinforcement might involve presenting praise (a
reinforcer) immediately after a child puts away their toys (the response).
 In behavioral psychology, reinforcement refers
to consequences that increase the likelihood of an organism's
future behavior, typically in the presence of a
particular antecedent stimulus.
 An antecedent is a stimulus that cues an organism to perform
a learned behavior.
 When an organism perceives an antecedent stimulus, it
behaves in a way that maximizes
reinforcing consequences and minimizes punishing
consequences
INTERPRETATION OF PERSONALITY
TRAITS AND BEHAVIORS
 Personality traits are characteristics and qualities that help define you as a
unique individual.
 They’re often developed throughout life and may remain consistent across
many situations and circumstances.
 Personality traits reflect people's characteristic patterns of thoughts,
feelings, and behaviors.
 Personality traits imply consistency and stability.
 To have a personality trait, individuals must be somewhat consistent across
situations in their behaviours related to the trait.
 For example, if they are talkative at home, they tend also to be talkative at
work.
 Individuals with a trait are also somewhat stable over time in behaviours
related to the trait.
1. Rationalization
 Definition: Defense mechanism where logical reasons are given to justify
behavior that is actually driven by unconscious or irrational motives.
 Example: A student who blames a poor exam score on the teacher's unfair
testing rather than their own lack of study.

2. Addictions
 Definition: Compulsive engagement in rewarding stimuli despite adverse
consequences.
 Types: Substance addiction (e.g., drugs, alcohol) and behavioral addiction
(e.g., gambling, internet use).
 Causes: Genetic predisposition, environmental factors, psychological
factors (e.g., stress, trauma).
3. Aggression
 Definition: Behavior intended to harm another individual.
 Types:
 Instrumental Aggression: Goal-oriented, means to an end.
 Hostile Aggression: Driven by anger, intent to cause pain.

 Factors Influencing Aggression:

 Biological: Genetics, brain structure, and function,
hormones.
 Environmental: Upbringing, exposure to violence.
 Psychological: Frustration, cognitive biases
 STRATEGIES FOR BEHAVIOR
CONTROL AND SELF-REGULATION
Behavior Control
 Self-Monitoring: Keeping track of one’s behavior to increase awareness.
 Setting Goals: Clear, attainable goals provide direction and motivation.
 Self-Reinforcement: Rewarding oneself for achieving goals or exhibiting
desired behavior.
 Modeling: Learning by observing and imitating others.
 STRATEGIES FOR BEHAVIOR
CONTROL AND SELF-REGULATION
Self-Regulation
 Cognitive Restructuring: Changing negative thought patterns to positive
ones.
 Mindfulness and Meditation: Techniques to enhance self-awareness and
reduce impulsivity.
 Time Management: Planning and organizing time to improve productivity
and reduce stress.
 Stress Management Techniques: Such as exercise, relaxation
techniques, and proper sleep.
 Problem-Solving Skills: Developing strategies to handle difficult
situations effectively.
THEORIES AND CONCEPTS OF
MOTIVATION
THEORIES AND CONCEPTS OF
MOTIVATION
THEORIES AND CONCEPTS OF
MOTIVATION
 PHYSIOLOGICAL BASIS OF
MOTIVATION AND DRIVE
Homeostasis
 Definition: Maintenance of a stable internal environment.
 Role: Drives are often triggered by deviations from homeostasis (e.g.,
hunger when energy levels drop).
 Brain Structures Involved:
 Hypothalamus: Regulates basic drives (hunger, thirst, sex).
 Lateral Hypothalamus: Triggers hunger.
 Ventromedial Hypothalamus: Signals satiety.

 Limbic System: Involved in emotion and motivation.

 Amygdala: Processes emotional responses.
 Nucleus Accumbens: Involved in reward and pleasure.
Neurotransmitters and Hormones
 Dopamine: Associated with pleasure and reward.
 Serotonin: Regulates mood, appetite, and sleep.
 Endorphins: Reduce pain and increase pleasure.
 Leptin and Ghrelin: Hormones that regulate hunger
and satiety.
Leptin: Signals satiety.
Ghrelin: Signals hunger.
 MOTIVATION IN RELATION TO
HEALTH-SEEKING BEHAVIORS
 Motivation refers to a process of inducing and stimulating an individual to
act in certain manner
 A reason or reasons for acting or behaving in a particular way.
 Individuals generate motivational tendencies towards certain goals based
upon certain personal or environmental factors.
 Among these tendencies, individuals make plans for salient ones which are
most important for them.
 Those salient tendencies motivate individuals to take actions to achieve
them
 We use theories and models to motivate people to acquire certain
behaviours
HEALTH BELIEF MODEL (HBM)
THEORY OF PLANNED BEHAVIOR
(TPB)
TRANSTHEORETICAL MODEL (STAGES OF CHANGE)
MOTIVATION AND HEALTH-SEEKING
BEHAVIOR
Intrinsic Motivation: Health behaviors driven by personal interest or
enjoyment (e.g., exercising because it feels good).

Extrinsic Motivation: Health behaviors driven by external rewards or

pressures (e.g., taking medication to comply with doctor’s orders).

Barriers to Health-Seeking Behavior: Lack of motivation, perceived

barriers, low self-efficacy, and environmental constraints can impede health-
promoting actions