Santrock Adolescence Chapter 7

WHAT ARE THE DOMAINS OF MORAL DEVELOPMENT

Moral thought, moral behavior, moral feeling, moral personality, domain Theory

Moral development

Involves changes in thoughts, feelings, and behaviors regarding standards of right and wrong

Intra-personal dimension of moral development

Regulates a person's activities when she or he is not engaged in social interaction

Inter-personal dimension of moral development

Regulates social interactions and arbitrates conflict

Five basic questions and understanding moral development

How do adolescents…

Reason/ think about rules of ethical conduct?

Behave in normal circumstances?

Feel about moral matters?

What compromises their moral personality?

How is the adolescent’s moral domain different from their social-conventional and personal domains?

Lawrence Kohlberg

Proposed that moral development is based primarily on moral reasoning and unfolds in a series of stages.

Kohlberg's Dilemmas

He created them to investigate the nature of moral thought.

KOHLBERG'S THREE LEVELS and SIX STAGES of MORAL DEVELOPMENT. WHAT ARE THE 3 LEVELS OF MORAL DEVELOPMENT?

3 LEVELS ARE

1. PRECONVENTIONAL REASONING

2. CONVENTIONAL REASONING

3. POSTCONVENTIONAL REASONING

PRECONVENTIONAL REASONING

1. The individual’s moral reasoning is controlled primarily by a punishment-and-obedience orientation.

Conventional Reasoning

2. Individuals develop expectations about social roles, such as the roles of parents & children, and they understand the importance of following the laws of society.

POSTCONVENTIONAL REASONING

3. Conventional considerations are now judged against moral concerns such as liberty, justice, and equality, with the idea that morality can improve laws.

Preconventional Reasoning: Stage 1. Ages 0-9

Punishment and Obedience Orientation. Moral thinking tied to punishment.

Preconventional Reasoning: Stage 2. Ages 0-9.

Individualism, instrumental purpose, and exchange. People are nice to others so that others will be nice to them.

Conventional Reasoning: Stage 3. Early Adolescence

Mutual Interpersonal Expectations, Relationships, and Interpersonal Conformity.

Individuals value trust, caring, loyalty to others as basis of moral judgment. Adolescents often adopt parents' moral standards, seeking to be thought of as good boy/ good girl.

Conventional Reasoning: Stage 4. Late Adolescence

Social Systems Morality:

Moral judgements are based on understanding the social order, law, justice, and duty.

Going beyond personal acquaintences to encompass the importance of being a good citizen.

Postconventional Reasoning: Stage 5. Adulthood if ever.

Social contract or utility and individual rights.

Personal values, rights, and principles transcend the law.

Postconventional Reasoning: Stage 6. Adulthood if ever.

Universal Ethical Principles.

Morals based on human rights. Follows moral conscience above personal risk.

Kohlberg's Critics

too much emphasis on thought. not enough on behavior.

James Rest

argued that Kohlberg's dilemma method doesn't test enough.

So, he created the Defining Issues Test.

Defining Issues Test of D.I.T.

James Rest created this to determine which

moral issues individuals feel are crucial in a given situation by

presenting a series of dilemmas and a

list of potential considerations in making a decision.

Not just parents and kids. Focuses on issues adolescents care about; interpersonal dilemmas.

John Gibbs

Most adolescents, worldwide, are in stage 3 and 4, with the exception of adolescents who engage in delinquency.

Carol Gilligan

Thinks that Kohlberg's Theory reflects gender bias. It devalues personal relationships and judges people based on making purely independent decisions.

justice perspective

a moral perspective that focuses on the rights of individuals. individuals make decisions independently.

care perspective

the moral perspective of Carol Gilligan, which views people in terms of their

connectedness with others and

emphasizes interpersonal communication,

relationships with others, and

concern for others.

Hugh Hartshorne and Mark May

Situation-specific moral behavior was the rule.

Social Cognitive Theory of Moral Development

emphasizes a distinction between adolescents' moral competence- the ability to produce moral behaviors- and moral performance- the enactment of those behaviors in specific situations.

Albert Bandura

moral development is best understood by considering a combination of social and cognitive factors, especially involving self-control.

Individuals adopt standards of right and wrong and follow them.

Prosocial behavior

Often involve altruism

Altruism

And unselfish interest in helping another person

Why might prosocial behavior increase in adolescence?

Cognitive changes advances in abstract, idealistic, logical reasoning, increased empathy and emotional understanding

Other gender differences and prosocial behavior?

Adolescent females you them selves more prosocial and empathetic

Gustavo Carlo

Six types of prosocial behavior.

Altruism

Public

Emotional

Dire

Anonymous

Compliant

Psychoanalytic theory and morals

Freud's super ego moral branch of personality.

To reduce anxiety, avoid punishment, and men maintain parental affection, children for my super ego by identifying with the same-sex parent.

The child internalizes parents standards of right and wrong

Ego ideal

One of Freud's two main components of super ego.

It is the component of the super ego that involves ideal standards approved by parents

Conscience

Second component of super ego. Involves behaviors not approved by parents

Ego ideal versus conscience

Freud's explanation for how self-control replaced parental control

Eric Erickson

Three stages of moral development

Specific moral learning in childhood

Ideological concerns and adolescents

Ethical consolidation in adulthood

Erickson and ideology

Ideology surfaces is the guardian of identity during adolescence because it provides a sense of purpose, assists and tying the presents to the future, and contributes meaning to the behavior

Walter Mischell

Social learning theory and research.

Argues that situations and personality traits trump traits when attempts are made to predict tomorrow behavior

Three aspects of moral personality

Moral identity, moral character, moral exemplars

Moral identity

An aspect of personality that is present when individuals have moral notions and commitments that are central to their lives.

Moral metacognition, moral self-monitoring, moral self reflection

Daniel hart

For urban neighborhoods provide context that work against the formation of moral identity and commitment tomorrow projects.

Hi poverty neighborhoods offer fewer opportunities for effective engagement.

More service learning and community opportunities needed

James rest

More moral character has not been adequately emphasized in moral development.

Rests view on moral character

Involves having the strength of your convictions, persisting, and overcoming distractions and obstacles.

Moral motivation

In James rest of you moral motivation involves prioritizing moral values over other personal values

Lawrence walker

Studied help people emphasize Honesty, truthfulness, and trustworthiness, as well as those of care, compassion, thoughtfulness, inconsiderateness

Moral exemplars

People who have lived exemplary lives.

Brave, caring, and just.

More advanced in moral reasoning, further along in developing an identity, and more likely to be in close relationships.

Judith Smetna and Eliot Turiel

Domain theory

Social Domain theory

There are different domains of social knowledge and reasoning, including moral, social conventional, and personal domains.

Social conventional reasoning

Focuses on conventional rules that have been established by social consensus in order to control behavior and maintain the social system

Social conventional approach

Challenges Kohlberg's approach.

Social conventional reasoning advocates, social conventional reasoning is not lower than postconventional reasoning but rather something that needs to be disentangled from the moral thread

Love withdrawal

Discipline technique in which a parent withholds attention or love from the adolescent, as when the parent refuses to talk to the adolescent or states a dislike for them.

Power assertion

A disciplinary technique in which a parent attempts to gain control over the adolescent or their resources.

Ex: spanking, threatening, removing privileges

Induction

Disciplinary technique in which a parent uses reason and explains how the adolescent’s antisocial actions are likely to affect others.

Martin Hoffman

Argues that any discipline produces emotional arousal in adolescents. Love withdrawal and power assertion evoke very high levels of arousal.

Parents should use induction, which focuses the adolescent's attention on the action’s consequences for others, not on the adolescent’s own shortcomings

Hidden curriculum

Conveyed by the moral atmosphere that is a part of every school.

Classroom rules, moral orientation of teachers and school administrators, text materials.

Character education

Direct education approach that involves teaching students a basic moral literacy to prevent them from engaging in immoral behavior and harming themselves or others.

I relate this to cares at school

Lawrence Walker

Children and adolescents need to participate critical discussions of values, reflect on how to incorporate virtues into their daily lives.

Exposing children tomorrow exemplars worthy of emulating getting children to participate in community service

Values clarification

Helping individuals to clarify what their lives are for and what is worth working for

Cognitive moral education

Based on the belief that students should learn to value such things as democracy and justice as their moral reasoning develops

Service learning

Form of education which students provide service to the community

Service learning is more effective when two conditions are met, what are they?

Students are given some degree of choice in the service activities.

Students are provided opportunities to reflect about their participation.

Darcia Narvaez

Believes in integrative approach. integrative ethical education to teach morals

Values

Beliefs and attitudes about the way things should be.

Religion

Organized set of beliefs and practices rituals and symbols that increases in individuals connection to a sacred or transcendent other

Religiousness

Refers to the degree of affiliation with an organized religion, participation and it's prescribed rituals and practices, connection with its beliefs, involvement in community of believers

Spirituality

Experiencing something beyond oneself in a transcendent manner and living in a way that benefits others and society

Abstract thinking and religious this

The increase in abstract thinking, according to Piaget's cognitive development theory, allows adolescents to consider various ideas about religious and spiritual concepts.

Religious socialization and parenting

When conflict or insecure attachment characterizes parent - adolescent relationships, adolescence may seek a religious affiliation that is different from their parents.