Chapter 12 moral development (exam 2)

Kohlberg’s Stages of Moral Development

1. preconventional

2. conventional

3. postconventional

The WHY of why something isnt morally correct

cognitive developmental theory

moral development perspectives

• biological (damon)

• psychoanalytical (freud)

• social learning (siegel)

• cognitive developmental (piaget + Kohlberg)

preconventional stage of moral development

• kohlberg

• what makes something wrong - 1st stage

• don’t do things because you’ll get punished

  • ex: dont steal because you’ll go to jail

• younger way of thinking about it

conventional stage of moral development

• kohlberg

• what makes something wrong - 2nd stage

• don’t do things because it goes against the law

• conventional = rule

  • ex: dont steal because its against the law

Postconventional/ principled development

• kohberg

• what makes something wrong -3rd stage

• don’t do something because it is unjust

  • ex: stealing for dying wife

  • ex: don’t speed cause it could hurt someone

• beyond rules

biological perspective

• DAMON

• born with a basic sense of empathy (damon)

• early infancy

  • global empathy

  • mirror neurons

• 1-2 years

  • egocentric empathy

• early childhood

  • perspective taking allows for less egocentric empathy

• 10-12

  • refined empathy (humanitarianism)

global empathy (perspective, def, and age)

• Damon

• biological view

• early infancy

• involuntary matching of others witnessed emotions

  • ex: one baby starts crying → the other babies in the room will cry too

mirror neurons (perspective, def, and age)

• Damon

• activates when we see someone else feeling/ doing something (automatic)

• allows us to learn from observations

• Biological - early infancy is when this concept starts

• more effective when parent portrays a calm nervous system and shows empathy

egocentric empathy (perspective, theorist, def, and age)

• Damon

• 1-2 years old

• biological view

• feel something’s wrong but don’t know how to deal with it (cant translate into action)

  • cant process someone else’s emotions, only see it through their lens

refined empathy/ humanitarianism (perspective, def, and age)

• Damon

• empathy for people in sad circumstances

• 10-12 years

• biological perspective

Psychoanalytic perspective

• freud

• (id - pleasure; ego- delayed gratification)

• superego

  • ego ideal

  • conscience

ego ideal

• psychoanalytical perspective

• Freud

• motivated by pride

  • ex: doing well in school

conscience

• motivates us with guilt (healthy guilt)

• psychoanalytical perspective

• Freud

prosocial behaviors (+ what’s needed for their development)

• positive socialization, voluntarily doing good things for others

• development:

  • parenting - authoritative parents, secure attachment

  • high levels of empathy

  • cultural impact - can increase ideas of collectivism

  • need assistance with cognitive maturation, self regulation and perspective taking

antisocial behaviors

• acting negatively towards others

Social Learning perspective (theorists, def. vocab)

• moral behavior is shaped through social observations, cognitive processing and environmental interaction (NURTURE)

• need role models and self regulation

• Siegel

• circle of security model (inspo)

  • BIGGER, STRONGER, WISER AND KIND

• need consistency between words and actions

Effective models (care giver traits) of moral behavior?

• need a secure parent (circle of security)

  • BIGGER

  • STRONGER

  • WISER

  • KIND

Self regulation

• social learning perspective

• conscious control of feelings, thoughts and behaviors

• starts around 3 years old

• improves thru childhood

  • due to frontal lobe development and ability to use more language and cognitive strats

caregiver role during self regulation

• social learning perspective

• acts as a co-regulator

  • warm and responsive interactions that provide support and structure so kids can understand and control thoughts and feelings

    • acts as the child’s lid before theirs is developed

    • normalizes and helps with emotions

    • creates felt security

    • developed through mirror neurons

aggression development (types, way to handle, and theorists)

• instrumental aggression

• relational aggression

• handling:

  • calm (kid and self)

  • offer acceptable alternatives

  • stop the behavior

  • curiosity

  • point out what happened

  • discipline as teaching not punishment

• Bruce Perry

• “What is wrong with the child?"“

• “what happened to the child?”

Bruce Perry’s steps for dealing with aggression

1. calm yourself then the kid

2. connect

3. correct

instrumental aggression

• physical aggression

• 2-6 years (toddlers) - most aggressive at this age

• used as a “means to an end”

• lacking self regulation skills

• not out of anger → inflict hurt in order to get something

relational aggression

• later in childhood

• verbal/ social aggression

• intended to harm others social relations

• girls more likely

disorganized attachment (what study is it from? what does it show? what does it lead to? why do kids act this way?)

• addition to Mary Ainsworth’s strange situation study

  • another form of attachment after parent leaves and re- enters room

• kid first approaches parent looking for comfort, but turns away out of fear

  • two conflicting instincts

  • chronic state of emotional disorganization

• Parents:

  • frightening and/or frightened

  • not a secure base

• strategies these kids develop (at around 3 yrs old)

  • controlling- aggressive

  • controlling caregiving

  • ^^^ kids become the “problem/troubled child”

• MOST POWERFUL PREDICTOR OF PSYCHOPATHOLOGY (mental health issues) IN ADOLESCENCE

controlling aggressive

• strat kids develop if disorganized attachment (strange situation study)

• “problem/ trouble” kid

• developed at 3 years old

• traits:

  • lashing out

  • defiant

  • bullying

• controlling:

  • they have no one in charge so they take charge in an aggressive way

controlling caregiving (attachment)

• strat kids develop if disorganized attachment (strange situation study)

• take over role of being a parent (parentified child)

  • and take care of their own parent

• chronic stress/ danger

biggest predictor of psychopathology in adolsecents

• disorganized attachment

What is meant by children with chronic challenging behavior are “frightened, wise, and waiting”?

• like an iceberg

  • top (what everyone sees) is difficult behavior

  • underneath (what people dont see) is frightened, wise and waiting

• wise- subconscious knowledge of what they need (know they’re missing connection/stableness

• waiting- for reassurance/ needs to be met

• frightened- chronic stress

how to encourage moral development in children

• be a co-regulator (Siegel)

• be a BIGGER, STRONGER, WISER & KIND rolemodel

• authoritative parenting

• mirror neurons (act around them how you want them to act)

Piaget’s theory of morality (textbook)

• heteronomous morality

• autonomous morality

heteronomous morality

• aka morality of constraint

• piaget (cognitive development)

• 1st stage

• rules are unalterable

  • set by authority

autonomous morality

• morality of cooperation

• piaget

• 2nd stage

• rules are products of group agreement and tools to imrpove cooperation