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94 Cards in this Set
- Front
- Back
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Kohlberg's Theory: Level 1
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Level 1: Preconvential Morality (rules are external, morality is self serving, right is what you can get away with or what is self satisfying)
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Kohlberg's Theory: Stage 1
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Stage 1: Heteronomous (black and white, if I tell you to do something and you don’t do it or do it it’s because of authority. The act also isn’t wrong if it goes undetected.
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Stage 2Kohlberg's Theory: Stage 2
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: Individualism (the good and the bad depends on the consequences, you are motivated by what benefits you, you conform to rules to avoid punishment and gain rewards)
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Kohlberg's Theory: Stage 3
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Stage3: Interpersonal Conformity (goodness/badness of act depends on whether it helps, is approved of, or pleases others, actions are evaluated based on intent) (golden rules)
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Kohlberg's Theory: Stage 4
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Stage 4: Social systems (now considers POV of several others, motivated by what is seen as rules that benefit the most people, or a social order worth preserving, upholds rules to avoid censure and guilt over not doing ones duty. Stress on doing something because it maintains social order)
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Kohlberg's Theory: Stage 5
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Stage 5: Social Contract (belief in laws, but only as far as they express/promote the rights and values of humans. They will break a law if it is unjust.
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Kohlberg's Theory: Stage 6
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Stage 6: Universal Ethical Principles (right and wrong are based on self chosen ethical principles of own conscious, abstract guidelines of universal justice transcend laws, person is able to take on POV of different people, acts guided by values of justice, dignity, equality, principles upheld to avoid self condemnation (people like MLK,ghandi, mother Theresa)
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Kohlberg's Theory: Level 2
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Level 2: Conventional Morality (strive to obey rules/norms, motivate4d by social praise and blame avoidance, stems from the ability to take the POV of others.)
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Kohlberg's Theory: Level 3
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Level 3: Posconventional Morality, right and wrong based on broad principles of justice that may conflict with written laws and authority
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Example Dilemma
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Example Dilemma: You’re living on the streets and you haven’t had anything to eat in a few days. You see a lady come out sit on a bench and then stand up to throw something away leaving behind her purse for a minute. You see that she has plenty of money, would you steal enough money to feed you dinner for the night.
Stage 1: I wouldn’t do it because it’s against the law. Stage 2: I would do it because I need dinner and it would feed me. Stage 3: I wouldn’t do it because I wouldn’t want others to steal from me. Stage 4: I wouldn’t do it because if everyone stole from each other than no one would ever trust anyone. Stage 5: I would do it because even though it’s against the law it’s more important that the hungry and helpless are fed. Stage 6: I would do it because all people deserve to be equal and by doing it both of us would have what we need, the ability to survive for one more night. |
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2. Name and briefly explain at least four limitations to Kohlberg’s theory of moral reasoning.
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1. Moral reasoning does not equal moral behavior. Some people use moral reasoning to do bad things. For example, in 9/11 the people that killed thousands used moral reasoning in their actions however they were murdering others through their moral reasoning.
2. 2 The stages are not consistent and are not really stage like. In certain situations you may reason in one stage yet at the same time range you can reason differently in another situation. 3. 3. The complexity and gravity of the situation. When it is a hypothetical situation people tend to reason at a higher level. However, if this thing was actually happening to someone it might happen differently due to shock, surprise, danger, you never know how you would actually act. 4. It is culturally biased. For a theory to be a theory it must be universal and present in all cultures. However this theory does not transfer well in other cultures. There is a high correlation to reasoning and education so in many uneducated cultures the need to reason this way is not apparent. 5. The theory is gender biased: The stages are based mostly on males. The theory is overall justice oriented, the way most male thinks. Think of a man that finds out a watch has been stolen, he might say, “let’s get it back” or “I’ll go find him”. Whereas males tend to be more emotional in their approach to reasoning. IN the same situation a woman might thing, “oh my gosh how terrible” “that is just so devastating). Women do not reason at a lower level than men, just in a different way and the theory appeals to a justice oriented approach. |
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3. Distinguish between empathy, sympathy, and personal distress, and discuss the relation of each to prosocial behaviors ( are you more likely to help and why)
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Empathy: The umbrella emotion for sympathy and personal distress. It is feeling an emotion that’s more appropriate for someone else’s situation than your own. Ex: you’re watching a movie and crying not because your life is bad, but because the person in the movies life is bad.
Sympathy: You feel bad for someone and it leads to a more prosocial behavior, it is other focused. You are more likely to help others because this is an emotion that is other focused, for example you know someone whose husband just died and you are sad for them so you bring them dinner for the next couple of weeks. Personal Distress: You are so involved in a problem that it’s debilitating to you. This is completely self focused in is not a prosocial behavior. You would be less likely to help because you are focused on whether you would be uncomfortable, or whether you would know the right thing to say. If these people in the situation do end up helping it’s only to relieve their distress and not really to help that person because they want to. |
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4. List and define Eisenberg’s five levels of prosocial moral reasoning. Name and provide examples of each (list format is acceptable for this question)
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1. Hedonistic- You do something because you know you will get something in return (you fill a shift for someone at work because you know that later when you need it they’ll take a shift for you.
2. Needs oriented- You see a need so you fill it (someone drops papers in a hallways and you help) 3. Stereotyped (approval) - You want to do what the stereotypical nice person would do and often do it because you want approval of someone. (on a date with someone and they help an old woman not because they wanted to look good in front of their date) 4. Self reflective (empathetic) - You help because you feel bad for someone, linked to emotions. ( You see someone slip and you help them up because you think, oh I feel so sorry for them, how embarrassing) 5. Internalized-you do something because it is a part of who you are. (Why did you not cheat on the test, because that’s just who I am) |
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5. How does the situation an adolescent is in influence their decision of whether or not to act prosocially (briefly discuss at least the three factors discussed in class)
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1. The bystander effect: You don’t help because you think someone else is going to help. For example: if you send a mass e-mail asking for help on a test, no one will respond because everyone else thinks someone else has already helped.
2. Moods: Being in a negative mood is very self focused; you’re less likely to see others that need help. Also a neutral mood is least likely to help someone. You don’t notice because you’re just going through the motions so you don’t see things around you. Whereas in a positive mood it seems that you want to share your good day with everyone and look for others to help. 3. Characteristics of the victim: You are more likely to help someone who has characteristics that clearly state their needs. Such as someone who is elderly or someone who is in a wheelchair. With these people the ambiguity of the situation is no longer there. Women are also more likely to be helped because they seem less threatening. It is also easy to help people who are the most similar to us and have similar characteristics. This is so because we’re more easily to relate to them. |
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6. Explain Sternberg’s theory of love (three aspects,) as well as the seven form s of love that emerge from this theory. Then discuss the forms of love most commonly experienced by adolescent along with a justification as to why.
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6. Explain Sternberg’s theory of love (three aspects,) as well as the seven form s of love that emerge from this theory. Then discuss the forms of love most commonly experienced by adolescent along with a justification as to why.
Sternberg’s theory of love has three separate aspects to it. First passion, this is a physical attraction or sexual desire experienced. The second is intimacy; this is having attachment or closeness. The third is commitment; this is giving one the pledge to love them. The seven forms of love are: 1. Liking: no passion, no commitment but there is intimacy. This could be a relationship where you are getting to know someone but you are not yet committed, you might just be “buddies”. 2. Infatuation: there is passion but there is no intimacy or commitment: This love is most commonly with people that someone doesn’t know. Such as a popular singer like Justin Bieber that girls have an obsession with but they don’t even know them. 3. Empty love: no passion, no intimacy but there is commitment. Something like this could be an arranged marriage where you don’t even know the person but are committed to marry them. 4. Romantic love: this is passion and intimacy but there is no commitment. This could be someone that you are dating and are attracted and intimate with but you are not yet engaged and only dating. 5. Companionate love: no passion,yes commitment, but there is intimacy: an example of this would be your very best friend that knows everything about you. 6. Fatuous love: there is passion and commitment but no intimacy: an example of this is the stereotypical lds couple that is passionate, they have a fast engagement but often they realize that they don’t even know each other. 7. Consummate love: there is passion, intimacy and commitment: all three is really hard work. Adolescents are most likely to have inflation and romantic love. They are likely to have infatuation because it is easy to be obsessed with the idea of someone; this is a time when girls love the idea of a romantic man. Romantic is common because it lacks commitment and teens are often not looking for anything serious. |
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7. Summarize research on how parenting is related to adolescent sexuality. Be sure to cover closeness, control, and communication
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Closeness: The more parent child closeness like having conversations about sex, where the child feels comfortable talking the later the child is likely to have sex and the likelihood of the child using contraception. Also the more closeness there is between the parent and child the greater the communication will be. Furthermore, when parents care it acts as a buffer against peers.
Control: The more monitoring , being aware of where kids are and the more rules are set for the opposite gender the less likely children are going to be involved in risk behaviors because they know there parents are watching and know whets going on. Communication: The more your parents communicate to you about sex the more it prevents a child from being sexually active. There is often a myth that when you talk about sex there will be more curiosity and thus more engaging in sexual behaviors but this has been found to have no relation. |
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What types of sexual education are available to adolescents during high school and which form of sex Ed works best according to the research? Briefly state your opinion on what type of sexual education should be offered in high schools.
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There are two types of sex education. 1. Comprehensive sexuality education: This is where there is detailed info about sex and also access to contraception. 2: The abstinence only approach is teaching abstinence until marriage and usually contraceptives are not provided. According to research none of these approaches work very well however the abstinence only program works the least well. With the abstinence only education there is a higher STD rate because I it is being taught that sex is wrong so there is no planning ahead, therefore there is no contraception used. My opinion is that sex education is most importantly taught in the home. However, if I had to choose between the two I would choose the comprehensive education. There is no research proving that if contraception is made available that more children will be having sex. It better protects against STD’s and also better informs children with important information on sex.
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8. Discuss Brown and Engle’s article on adolescent pornography use, including purpose, methods and outcomes. What are the implication of this article on parents and educators?
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This article talked about sexually explicit material and its affect on men and women. They defined sexually explicit content as content intended to arouse the viewer sexually. They found that males that use pornography were more likely to sexually harass someone. This could be because porn depicts women as wanting; these ideals from pornography then spill over into real life. They also found that females who view pornography are convinced that they like aggression. It was also found that those that viewed pornography had less development of gender roles (more likely to be characteristic such as thinking woman couldn't do certain roles). They also found that pornography was most common in African Americans, low social economic states and low parent education (because of less monitoring). They also found a positive relation between sensation seeking and porn use. The more sensation seeking you were the more porn you viewed. However there was no correlation between early maturation and porn use. There was a correlation between early porn use and having oral and anal sex. This could be because the more porn use you have the more permissive your sexual values are.
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Discus Males' position on adolescent brain research as it related to adolescent risk taking as well as at least three limitations he cites regarding existing research. What are the implications of his position for adolescents?
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prefrontal cortex is still growing therefore adolescents risk taking is too much of a hazard and it should be considered to suspend that age of driving until 25. Males' position on this research is that people should slow down in their overzealous thinking, he compared this type of thinking to race laws and how we should seriously consider this before taking action because if we realize that we made a mistake in making a law it could be too late. He asked people to not overstate the brain research. Male's discussed limitations of the existing research.
1. Adult bias: we perceive the youth generation as wild and wreckless. We have the idea that if we can get adolescents under control than everything will change. However, there is not an increasing rate of crime among adolescents, just more adolescents overall. There used to be roughly 15% of the population to be adolescents, now it is 43%. Also, adolescents compared to other age groups have lower rates of suicide, depression. The higher rates come from emerging adulthood. Also crimes are most likely committed between 20-24 2. Poverty: Poverty is linked to more accidents because poor can't afford a safe car. They also tend to have more people in the car. If you control for poverty people of all ages are getting into the same amount of accidents. Not just the adolescents. 3. Fails to consider alternative explanations: Need to consider the overall risk by not considering adolescent risk as an absolute but rather incorporate the risk along with the context (social factors governing risk opportunities". For example, when looking at overall rates of risk adolescents are higher than adults. But if you consider that things that are considered driving risks like criminal arrests are not due to teen age but are correlated to another variable like being male, African American, lower SES. We are failing to look at how all of the variables affect risk behavior and not just age. |
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Discuss Cauffman and Steinberg’s article, including the purpose, methods and outcomes. Then discuss the implications of their findings on the legal system and state your opinion on the issue as well as why you feel this way.
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The purpose of Cauffman and Steinberg’s article was to better understand the evolution of judgment in an adolescent’s life to better determine what policies and legal decisions should be made that involve juveniles. They examined three psychosocial factors 1. Responsibility 2. Perspective and 3. Temperance to better determine the maturity of adolescent judgement. In the study they used hypothetical dilemmas about antisocial and risky behavior. For example they would give them a scenario and ask them if their friends did it would they do it, and also ask them what if there were no consequences to doing it, would you do it. Responsibility was defined as being accountable and independent, perspective was seeing a situation from different viewpoints, and temperance was being able to think before you act and control impulsivity. Cauffman and Steinburg hypothesized that these 3 areas of functioning were lower in adolescents than in adults. They found that there indeed was an increase in sophistication of reasoning with age. They found that from ages 16-19 there was a great amount of change in the ability to reason, however after 19 there was not a lot of change. However there were large individual differences, some adolescents had very level decision making abilities and thus reasoning is not just due to age. The Implications of this study is that when it comes to the judicial system and when there should be a distinction between adolescent adults the study indicated that psychosocial characteristics are still developing in late adolescence. The authors believed that these psychosocial differences were large enough for there to be a legal distinction between adolescents and adults. However, there is no specific age to draw the line at because there are large differences in immaturity of individuals, however on average there is more immaturity on decision making in adolescence therefore adolescents may warrant special treatment because of diminished responsibility. I agree with the implications of this study, I think that adolescents should have a distinction between adults in the judicial system because of their psychosocial development. Because their maturity and ability to make good decisions and compare benefits to costs is not fully developed they should be separated from adults.
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Most common reason for dating in adolescents
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Recreation: To have fun
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REasons for dating
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recreation, learning, status, companionship, intimicay, courship
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The Dating steps
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1. Same gender groups, happenstance
2. Social gatherings 3. Mixed gender groups 4. Couples date in pairs |
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When does adolescent daing typically begin
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between 12 and 14
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Attachment style in falling in love:
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Secure: Cares about you and your well being
Ambivalent: clingy, jealous Avoidant: hands off and won't open up to you. |
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cohabitation rates:
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66% or 2/3 of couples live together before marries
12X more risk of divorce |
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How adolescnet egocentirsm and personal fable contribute to breaking up
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no one understand show anyone feels
break us harder because of focus |
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Reasons for breaking up: most common
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1. Boredom
2. Different interests |
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Reasons for staying together: Most common
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1. Physical attraction
2. Sharing religious beliefs. |
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Race and likelihood of being sexually active
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African americans-have the highest rate of having sex during adolescent, they tend to skip the progression.
Asians: Least sexually active, its shameful if you have sex before marriage. |
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Cultural beliefes: Restrictive cultures
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SExuality looked down upon, sometimes boys and girls are separated and not allowed to interact with one another
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Cultrual beliefs: Semi Restrictive cultures
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Not explicit that you shouldn't have sex before marriage but if you become pregnatn there is hsame or you are encouraged to marry
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Cultural Beliefs: permissive cultures:
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Sexuality encouraged, children encouraged to experiment, many adolescents in us encouraged to experiment.
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Risk factors for sexual activity:
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Parent adolescent conflict: teens rebelling acting against or no support so find support from somewhere else.
Divorce: lost confidence in goals peers: imaginary aud: all my friends have sex |
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homosexuality
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10-15% of teens report same gender attraction, suicidy rate is 4X higher
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Talking about sex:
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if you talk about beliefs their less likely to have sex. Its more effective to talk about sex morally and teaching them the principle behind why.
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Adolescent Pregnancy:
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*The birth rate for adolescents is is going donw. Sexuality leads to pregnancy 20% of the time. -Latino and AA much more likely to keep the baby -Of teens that get pregnant 30% will have an abortion, only 5% adoption.
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Nagative consequences for child of adolescent:
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Premature or low birthweight: age of mother and engaging in risk behaviors
Greater risk for behavioral problesm: poverty, less monitoring, fathers not present Raise in poverty: 1/5 adolescent teens get prenatal care. |
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Adolescents who view porn are...
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male, greater than 14 years of age, more sociall marginal (feel low SE, turn to porn for something to do), less commitment to family, fewer prosocial attitudes, less commitment to school, more likely to be depresesed
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The more adolescents view porn the more they
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have a reacreational attitude toward sex, view woman as play things, report lower sexual satisfaction longitudinlally
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Lds vs. non lds and porn use
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acceptance of pornography was higher correlated to negative valieues than the use of pornography
- lds men who used had weaker family ties -sturggled with idenityt, more negative outcomes when religious because they know their wrong and feel guilty. |
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What can be done to increase monitoring of ponrnography
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-continue to warn and educate
-filter and monitor all media use -advocacy and community involvement -lack of needed research. |
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Practices associated with less pornography use:
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Most important 1. current personal religious practices (prayer, scriptures, temple work) 2. current public religious practices (attending meetins. 3. religious practicies growing up (family prayer. 4. commitment to marry in the faith.
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Externalizing problems:
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create difficulites in the extenral world (substance abuse) -tend to have multiple external problems, more common amojng males, tend to have parents that are permissive, tend to be people that have difficulties regulatiing themselves
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internalizing problems:
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difficulties in internal workld (depression, anxiety, eating disorder) -tend to have authoritarian or controlling parents, tend to be female, guilt and smae prone
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Problem Behavior Theory
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Where multiple factors combine to justify the correlation of problem behaviors.
1. background factors: family income 2. Personality factors: impulsivity 3. social factors: parental control, peers. |
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Why do young people participat ein risky driving:
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1. Optimistic bias: i can go as fast as i want and nothing will happen to me
2. Inexperience 3. Drunk driving 1/2 report driving drunk |
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drivier fatality
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adolsecent males getting inot the most acctidnts
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Graduated DRiver Licensing
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Learners permeit, have to log a certain amt of hours, have to be with someone
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Sequence of substance Use
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1. Drinking beer and wine 2. Smoking cigarettes/drinking hard liquor 3. Smoking marijuana 4. Using hard drugs
(does not mean that they lead or cause illicit drugs, only more likely to do these drugs if you have used the other ones |
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Most common substance
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Alcohol most common then cigarettes then marijuana.
-There was a decline in drug use after the 70;s. |
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What serves as the organizational flag for parades and display purpose ashore?
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The Coast Guard Flag
(EPME, E3-16) |
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Has drinkig increased or decrased
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Drinking decreased slighty from 199 to 2002 but has beensteady sice then.
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Highschoolers and smoking
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25% of high school senors report smoking- Start beween 13 and 15, it's very abnormal to start later. Soking decreased from 1999 to 2005. Money is a big detturrent, there is also an idea that it is not cool anymore
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Abstainers
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no drug use at all
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experimental use
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marijuand and one other drug in ast 30 days
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Experiment on drugs:
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Stuy claimed experimenting with drugs is bettern than abstaining, thosethat experiment seem more wwell adjusted than those that abstained, abstainers moral, unnecessary self regulation adn delaying of gratification were seenas negative things. Many other users look as good or better than those that expermetnt. In exprimentation 5% end up continually usin. Abstainers ad parents that wer overcontrlling and authoritarian, most mportant for kids to learn fro parents in a moral way.
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juvenlie delinquency
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commiting of a crim by a peson unde age 18
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when most crims are commited
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from 12-25, mostly by males, crimes have been declining but gun crimes have gone up.
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Who commits crime
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3.4 of adolescents commit at least one criminal offene. But 10 prcent of oyoung people commit 2/3 of all offenses. The minority of adlescnts are causing the problem
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When is highest risk for committing crimes
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emerging adulthood (20) is highest risk for committing crimes.
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Life-course persitent
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someone who struggled at a young age, cruety to animals, neuropsycological deficits, high risk environment
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adolescent limited
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n problem behavior in childhood, no problme behavior after age 25, they pulll life together and sttle down.
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RiskFactors of delinquincy
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Socializaioninfluences: having siblings or parents that engage in delinquint behavior, 2. individual chracteristics, high sensationseeking, impulsivity, ladk of control, 3 Risk behaviors: alcohol use, early se, all correlatede with elinquency
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Depresson smptoms:
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depressed or irritale, reduced interest in most activities, signiicatn weight loss or gan, insomnia or oersleeping low energy or fatigue, feelings of worthlessness, diminished ability t oncentrate, recurrent thoughts of death/suicide. Depressin peaks at 13-14, specifically for girls, puberty,biological and hormonal changes, 50% of epressed don't seek treatment
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highest homicie rate?
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US
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Suicide Statistics
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Age 10-14 there is a gradual incline in suicide rate, males have higher rate of sucess in suicide, females have more attetps at suicde.
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Risk Factors of suicid:
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psychiatric problems: biological nature 2. history of suicde in the family 3. family problems 4. Being under tress. 5. SES, lower income more suicide 6: Native american 7. Elderly
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suicide clusterng:
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somemay have guilt for others, notice attenton that it gets and want the attention for themselvs
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diathesisstress model:
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tose predisposed t problem are exposed to stressors (the environement acts wih the natural tendency
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Obesity:
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25% of adolscets overweight, 60% of american overweight.
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Reducing depression
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exercise, natural sunlight, deep breathing, relaxaton, make time for yourself every day, help others, be good to yourself, laughter, musi and relaxation, sleep
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Piagets moral development
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Two stages 1. heteronomouse (5-10) kids idea of right and wrong are black and wite, if you tell them something is wrong they stck to it. 2. Autonomouse (10-12) shades of gray, able to nderstand the itent of others
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characteristics of Kohlberg's theory
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invariant sequence of stages: discontinuoys, yu did stages in sequential order, 2. Hierarchal integratin: once you get into higher stage oyou itegrate older stages and no longer use them. 3. Development age: lower stages, younger age, higherstage higher age.
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World view apprach on moral development:
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Autonomy (americans: Indvidual is primar moral authority haveing right to do as theywish as long as their behaviors does no harm to others. 2. Communiy responsibilites of roles in family, communty are basis formorla judgments. 3. divinity (lds) indibidiau is a spiritual entity subject to the prscriptions of divine authority. -indians example of divine
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prosocial behavior
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voluntary behavor ment to benefit another, does not have to be unselfish
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volunteering and adolescent:
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adlescentwho volunteer tend to have high sense of personal competence, high ideals, a greater desire to hel others, a greater sense of social responsiblity, parents who also volonteer.
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external influences on moral development
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parents (parenting practices)
mdoeling: a combination is best way to promote good behavior 3. opportunity for participation. 4. school |
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Values: Power
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social status, prestige, dominance, "pressure othes to go along with my opinions"
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values: achievemnt:
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personal success, ambituios,inflentil
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values: hedonism
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gratification enjoying life. pleasure, selffocuse
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values: stimulation
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having an exciting lfe, thrills, unconventional hings
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values: self direction
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independent thought, creativity, curiousity
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values: universalism:
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tolerance, equity, understanding "i recycle"
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values: benevolence
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prosocial, honest, kindness
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values: tradition
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respct, commitment, customs,collectivist, humility
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values: conformity:
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obedience, polite, restraining, collectivist
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values security
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safe, harmony, stability, social order
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religious beliefs
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most adolescents dot believe its important to go to church
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synthetic conventional faith
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more aware ofsymbolism, unerstanding becomes more complex
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individuative reflective faith (emerging adulthood)
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develop individualized faith by questioning beliefs and incorporating personal experiences
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arnett and jensen article
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people want to go to churchwhen they have a fmaily but don't want o go n their current situation. they pick and hcoose (symbolic tool boxes) what they want from ifferent religiouns, parets used to stress obedience and respect, now its independenc. Most believed attendingchurch wasn't imptant but they did believe in god.
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benefits of religiosity
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less likely to be depressed, enage in premarital sex, engage in deviant or delinquent behavior. more likely to have positive relationship ith parents, volunter in community, particulry impotant for african americans, have lower rate of risk beavior
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correlates with religiosity
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parental congruence-both parents same religion, parentl example-divorce less likely-AA tend to be more religios
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