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75 Cards in this Set

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MORAL DEVELOPMENT
CHANGES IN THOUGHTS FEELINGS, AND BEHAVIORS REGARDING STANDARDS OF RIGHT AND WRONG
HETERONOMOUS MORALITY (PIAGET)
THE FIRST STAGE OF MORAL DEVELOPMENT IN PIAGETS THEORY, OCCURING AT 4 TO 7 YEARS OF AGE. JUSTICE AND RULES ARE CONCEIVED OF AS UNCHANGEABLE PROPERTIES OF THE WORLD, REMOVED FROM THE CONTROL OF PEOPLE
AUTONOMOUS MORALITY
THE SECOND STAGE OF MORAL DEVELOPMENT IN PIAGETS THEORY, DISPLAYED BY OLDER CHILDREN ( ABOUT 10 YEARS OF AGE AND OLDER). THE CHILDREN BECOME AWARE THAT RULES AND LAWS ARE CREATED BY PEOPLE AND THAT, IN JUDGING AND ACTION, THEY SHOULD CONSIDER THE ACTORS INTENTIONS AS WELL AS THE CONSEQUENCES.
IMMANENT JUSTICE
PIAGETS CONCEPT THAT IF A RULE IS BROKEN, PUNISHMENT WILL BE METED OUT IMMEDIATELY.
PRECONVENTIONAL REASONING
THE LOWEST LEVEL IN KOHLBERGS THEORY OF MORAL DEVELOPMENT. THE INDIVIDUALS MORAL REASONING IS CONTROLLED PRIMARILY BY EXTERNAL REWARDS AND PUNISHMENT
HETERONOMOUS MORALITY(KOHLBERG)
THE FIRST STAGE OF PRECONVENTIONAL REASONING IN KOHLBERGS THEORY, IN WHICH MORAL THINKING IS TIED TO PUNISHMENT.
INDIVIDUALISM, INSTRUMENTAL PURPOSE, AND EXCHANGE
THE SECOND KOHLBERG STAGE OF PRECONVENTIONAL REASONING. AT THIS STAGE, INDIVIDUALS PURSUE THEIR OWN INTERESTS BUT ALSO LET OTHERS DO THE SAME.
CONVENTIONAL REASONING
THE SECOND, OR INTERMEDIATE, LEVEL IN KOHLBERGS THEORY OF MORAL DEVELOPMENT. AT THIS LEVEL, INDIVIDUALS ABIDE BY CERTAIN STANDARDS BUT THEY ARE THE STANDARDS OF OTHERS SUCH AS PARENTS OR THE LAWS OF SOCIETY.
MUTUAL INTERPERSONAL EXPECTATIONS, RELATIONSHIPS, AND INTERPERSONAL CONFORMITY
KOHLBERGS THIRD STAGE OF MORAL DEVELOPMENT. AT THIS STAGE, INDIVIDUALS VALUE TRUST, CARING, AND LOYALTY TO OTHERS AS A BIAS OF MORAL JUDGMENTS.
SOCIAL SYSTEMS MORALITY
THE FOURTH STAGE IN KOHLBERGS THEORY OF MORAL DEVELOPMENT. MORAL JUDGEMENTS ARE BASED ON UNDERSTANDING THE SOCIAL ORDER, LAW, JUSTICE AND DUTY.
POSTCONVENTIONAL REASONING
THE HIGHEST LEVEL IN KOHLBERGS THEORY OF MORAL DEVELOPMENT. AT THIS LEVEL, THE INDIVIDUAL RECOGNIZES ALTERNATIVE MORAL COURSES, EXPLORES THE OPTIONS, AND THEN DECIDES ON A PERSONAL MORAL CODE.
SOCIAL CONTRACT OR UTILITY AND INDIVIDUAL RIGHTS
THE FIFTH KOHLBERG STAGE OF MORAL DEVELOPMENT. AT THIS STAGE, INDIVIDUALS REASON THAT VALUES, RIGHTS, AND PRINCIPLES UNDERGIRD OR TRANSCEND THE LAW.
UNIVERSAL ETHICAL PRINCIPLES
THE SIXTH AND HIGHEST STAGE IN KOHLBERGS THEORY OF MORAL DEVELOPMENT. INDIVIDUALS DEVELOP A MORAL STANDARD BASED ON UNIVERSAL HUMAN RIGHTS.
JUSTICE PERSPECTIVE
A MORAL PERSPECTIVE THAT FOCUSES ON THE RIGHTS OF THE INDIVIDUALS; INDIVIDUALS INDEPENDANTLY MAKE MORAL DECISIONS.
CARE PERSPECTIVE
THE MORAL PERSPECTIVE OF CAROL GILLIGAN; VIEWS PEOPLE IN TERMS OF THEIR CONNECTEDNESS WITH OTHERS AND EMPHASIZES INTERPERSONAL COMMUNICATION, RELATIONSHIPS WITH OTHERS, AND CONCERN FOR OTHERS.
SOCIAL COGNITIVE THEORY OF MORALITY
THE THEORY THAT DISTINGUISHES BETWEEN MORAL COMPETENCE-THE ABILITY TO PRODUCE MORAL BEHAVIORS-AND MORAL PERFORMANCE-PERFORMING THOSE BEHAVIORS IN SPECIFIC SITUATIONS
EGO IDEAL
THE COMPONENT OF THE SUPEREGO THAT REWARDS THE CHILD BY CONVEYING A SENSE OF PRIDE AND PERSONAL VALUE WHEN THE CHILD ACTS ACCORDING TO IDEAL STANDARDS APPROVED BY THE PARENTS
CONSCIENCE
THE COMPONENT OF THE SUPEREGO THAT PUNISHES THE CHILD FOR BEHAVIORS DISAPROVED OF BY PARENTS BY MAKING THE CHILD FEEL GUILTY AND WORTHLESS.
EMPATHY
REACTING TO ANOTHERS FEELINGS WITH AN EMOTIONAL RESPONSE THAT IS SIMILAR TO THE OTHERS FEELINGS.
MORAL IDENTITY
THE ASPECT OF PERSONALITY THAT IS PRESENT WHEN INDIVIDUALS HAVE MORAL NOTIONS AND COMMITMENTS THAT ARE CENTRAL TO THEIR LIVES.
MORAL EXEMPLARS
PEOPLE WHO HAVE LIVED EXEMPLARY LIVES-THEY HAVE A MORAL PERSONALITY, IDENTITY, CHARACTER, AND SET OF VIRTUES THAT REFLECT MMORAL EXCELLENCE ADN COMMITMENT.
HIDDEN CURRICULUM
THE PERVASIVE MORAL ATMOSPHERE THAT CHARACTERIZES EVERY SCHOOL
CHARACTER EDUCATION
A DIRECT MORAL EDUCATION PROGRAM IN WHICH STUDENTS ARE TAUGHT MORAL LITERACY TO PREVENT THEM FROM ENGAGING IN IMMORAL BEHAVIOR
VALUES CLARIFICATION
A MORAL EDUCATION PROGRAM IN WHICH STUDENTS ARE HELPED TO CLARIFY WHAT THEIR LIVES ARE FOR AND WHAT IS WORTH WORKING FOR. STUDENTS ARE ENCOURAGED TO DEFINE THEIR OWN VALUES AND UNDERSTAND OTHERS VALUES.
COGNITIVE MORAL EDUCATION
A MORAL EDUCATION PROGRAM BASED ON THE BELIEF THAT STUDENTS SHOULD LEARN TO VALUE THINGS LIKE DEMOCRACY AND JUSTICE AS THEIR MORAL REASONINGS DEVELOPS; KOHLBERGS THEORY HAS BEEN THE BASIS FOR MANY OF THE COGNITIVE MORAL EDUCATION PROGRAMS.
SERVICE LEARNING
A FORM OF EDUCATION THAT PROMOTES SOCIAL RESPONSIBILITY AND SERVICE TO THE COMMUNITY
ALTRUISM
AN UNSELFISH INTEREST IN HELPING ANOTHER PERSON
FORGIVENESS
AN ASPECT OF PROSOCIAL BEHAVIOR THAT OCCURS WHEN THE INJURED PERSON RELEASES THE INJURER FROM POSSIBLE BEHAVIORAL RETALIATION.
GRATITUDE
A FEELING OF THANKFULNESS AND APPRECIATION, ESPECIALLY IN RESPONSE TO SOMEONES DOING SOMETHING KIND OR HELPFUL
CONDUCT DISORDER
AGE-INNAPPROPRIATE ACTIONS AND ATTITUDES THAT VIOLATE FAMILY EXPECTATIONS. SOCIETYS NORMS, AND THE PERSONAL OR PROPERTY RIGHTS OF OTHERS.
JUVENILE DELINQUENCY
ACTIONS TAKEN BY AND ADOLESCENT IN BREAKING THE LAW OR ENGAGING IN ILLEGAL BEHAVIOR
SPIRITUALITY
A SENSE OF CONNECTEDNESS TO A SACRED OTHER (GOD, NATURE, A HIGHER POWER).
VALUES
BELIEFS AND ATTITUDES ABOUT THE WAY THINGS SHOULD BE.
RECIPROCAL SOCIALIZATION
SOCIALIZATION THAT IS BIDIRECTIONAL IN THAT CHILDREN SOCIALIZE PARENTS JUST AS PARENTS SOCIALIZE CHILDREN.
MULTIPLE DEVELOPMENTAL TRAJECTORIES
CONCEPT THAT ADULTS FOLLOW ONE TRAJECTORY AND CHILDREN ANOTHER ONE.; HOW THESE TRAJECTORIES MESH IS IMPORTANT FOR UNDERSTANDING THE TIMING OF ENTRY INTO VARIOUS FAMILY TASKS.
AUTHORITARIAN PARENTING
A RESTRICTIVE, PUNITIVE STYLE IN WHICH PARENTS EXHORT THE CHILD TO FOLLOW THEIR DIRECTIONS AND TO RESPECT THEIR WORK AND EFFORT. FIRM LIMITS ARE PLACED ON TEH CHILD, AND LITTLE VERBAL EXCHANGE IS ALLOWED
AUTHORITATIVE PARENTING
A STYLE THAT ENCOURAGES CHILDREN TO BE INDEPENDANT BUT STILL PLACES LIMITS ADN CONTROLS ON CHILDRENS ACTIONS; EXTENSIVE VERVBAL GIVE-AND-TAKE IS ALLOWED, AND PARENTS ARE WARM AND NURTURANT TOWARD TEH CHILD.
NEGLECTFUL PARENTING
A STYLE IN WHICH THE PARENT IS VERY UNINVOLVED IN THE CHILDS LIFE.
INDULGENT PARENTING
A STYLE IN WHICH PARENTS ARE VERY INVOLVED WITH THEIR CHILDREN BUT PLACE FEW DEMANDS OR CONTROLS ON THEM.
COPARENTING
THE SUPPORT THAT PARENTS PROVIDE ONE ANOTHER IN JOINLY RAISING A CHILD.
CHILD ABUSE
THE TERM USED MOST OFTEN BY THE PUBLIC AND MANY PROFESSIONALS TO REFER TO BOTH ABUSE AND NEGLECT
CHILD MALTREATMENT
THE TERM INCREASINGLY USED BY DEVELOPMENTALISTS THAT REFERS TO ABUSE AND NEGLECT, BUT ALSO INCLUDES DIVERSE CONDITIONSL
PHYSICAL ABUSE
ABUSE CHARACTERIZED BY THE INFLICTION OF PHYSICAL INJURY AS A RESULT OF PUNCHING, BEATING, KICKING, BITING, BURNING, SHAKING, OR OTHERWISE HARMING A CHILD.
CHILD NEGLECT
FAILURE TO PROVIDE FOR THE CHILDS BASIC NEEDS, INCLUDING PHYSICAL, EDUCATIONAL, OR EMOTIONAL NEEDS.
SEXUAL ABUSE
FONDLING THE CHILDS GENITALS, INTERCOURSE, INCEST, RAPE, SODOMY, EXHIBITIONISM, AND COMMERCIAL EXPLOITATION THROUGH PROSTITUTION OR THE PRODUCTION OF PORNOGRAPHIC MATERIALS.
EMOTIONAL ABUSE
ACTS OR OMISSIONS BY PARENTS OR OTHER CAREGIVERS THAT HAVE CAUSED, OR COULD CAUSE, SERIOUS BEHAVIORAL, COGNITIVE, OR EMOTIONAL PROBLEMS.
PEERS
INDIVIDUALS OF ABOUT THETHE SAME AGE OR MATURITY LEVEL.
POPULAR CHILDREN
CHILDREN WHO ARE FREQUENTLT NOMINATED AS A BEST FRIEND AND ARE RARELY DISLIKED BY THEIR PEERS.
AVERAGE CHILDREN
CHILDREN WHO RECIEVE AN AVERAGE NUMBER OF BOTH POSITIVE AND NEGATIVE NOMINATIONS FROM THEIR PEERS.
NEGLECTED CHILDREN
CHILDREN WHO ARE INFREQUENTLY NOMINATED AS A BEST FRIEND BUT ARE NOT DISLIKED BY THEIR PEERS.
REJECTED CHILDREN
CHILDREN WHO ARE INFREQUENTLY NOMINATED AS A BEST FRIEND AND ARE ACTIVELY DISLIKED BY THEIR PEERS.
CONTROVERSIAL CHILDREN
CHILDREN WHO ARE FREQUENTLY NOMINATED BOTH AS SOMEONES BEST FRIEND AND AS BEING DISLIKED.
POPULAR CHILDREN
CHILDREN WHO ARE FREQUENTLY NOMINATED AS A BEST FRIEND AND ARE RARELY DISLIKED BY THEIR PEERS.
AVERAGE CHILDREN
CHILDREN WHO RECIEVE AN AVERAGE NUMBER OF BOTH POSITIVE AND NEGATIVE NOMINATIONS FROM THEIR PEERS.
NEGLECTED CHILDREN
CHILDREN WHO ARE INFREQUENTLY NOMINATED AS A BEST FRIEND AND ARE ACTIVELY DISLIKED BY THEIR PEERS
CLIQUES
SMALL GROUPS THAT RANGE FROM 2 TO 12 INDIVIDUALS AND AVERAGE ABOUT 5 TO 6 INDIVIDUALS. CLIQUE MEMBERS USUALLY ARE OF THE SAME AGE AND SAME SEX AND OFTEN ENGAGE IN SIMILAR ACTIVITIES, SUCH AS BELONGING TO A CLUB OR PARTICIPATING IN A SPORT.
CROWDS
PEER GROUPS THAT ARE LARGER AND LESS PERSONAL THAN CLIQUES; MEMBERS MAY OR MAY NOT SPEND MUCH TIME TOGETHER. MANY CROWDS CAN BE DEFINED BY THEIR MEMBERS ACTIVITIES-FOR EXAMPLE, JOCKS, POPULARS, AND DRUGGIES.
INTIMACY IN FRIENDSHIP
SELF DISCLOSURE AND THE SHARING OF PRIVATE THOUGHTS.
PLAY
A PLEASURABLE ACTIVITY THAT IS ENGAGED IN FOR ITS OWN SAKE.
PLAY THERAPY
THERAPY THAT LETS CHILDREN WORK OFF FRUSTRATIONS WHILE THERAPISTS ANALYZE THEIR CONFLICTS AND COPING METHODS.
SENSORIMOTOR PLAY
BEHAVIOR BY INFANTS TO DERIVE PLEASURE FROM EXERCISING THEIR SENSORIMOTOR SCHEMES.
PRACTIVE PLAY
PLAY THAT INVOLVES REPETITION OF BEHAVIOR WHEN NEW SKILLS ARE BEING LEARNED OR WHEN MASTERY AND COORDINATION OF SKILLS ARE REQUIRED FOR GAMES OR SPORTS.
PRETENSE/SYMBOLIC PLAY
PLAY THAT OCCURS WHEN A CHILD TRANSFORMS THE PHYSICAL ENVIRONMENT INTO A SYMBOL.
SOCIAL PLAY
PLAY THAT INVOLVES INTERACTION WITH PEERS.
CONSTRUCTIVE PLAY
COMBINES SENSORIMOTOR/PRACTICES PLAY WITH SYMBOLIC REPRESENTATION.
GAMES
ACTIVITIES THAT ARE ENGAGED IN FOR PLEASURE AND INCLUDE RULES.
LEISURE
THE PLEASURE TIMES WHEN INDIVIDUALS ARE FREE TO PURSUE ACTIVITIES AND INTEREST OF THEIR OWN CHOOSING
DISENGAGEMENT THEORY
THE THEORY THAT, TO COPE EFFECTIVELY, OLDER ADULTS SHOULD GRADUALLY WITHDRAW FROM SOCIETY; THIS THEORY IS NO LONGER SUPPORTED.
ACTIVITY THEORY
THE THEORY THAT THE MORE ACTIVE AND INVOLVED OLDER ADULTS ARE, THE MORE LIKELY THEY ARE TO BE SATISFIED WITH THEIR LIVES.
AGEISM
PREJUDICE AGAINST OTHER PEOPLE BECAUSE OF THEIR AGE, ESPECIALLY PREJUDICE AGAINST OLDER ADULTS.
CULTURE
THE BEHAVIOR, PATTERNS, BELIEFS, AND ALL OTHER PRODUCTS OF A GROUP OF PEOPLE THAT ARE PASSED ON FROM GENERATION TO GENERATION.
CROSS-CULTURAL STUDIES
THESE STUDIES COMPARE ASPECTS OF TWO OR MORE CULTURES. THE COMPARISON PROVIDES INFORMATION ABOUT THE DEGREE TO WHICH DEVELOPEMENT IS SIMILAR, OR UNIVERSAL, ACROSS THE CULTURES, OR IS INSTEAD CULTURE-SPECIFIC.
ETHNOCENTRISM
THE TENDENCY TO CONSIDER ONES OWN GROUP SUPERIOR TO OTHER GROUPS
INDIVIDUALISM
GIVING PRIORITY TO PERSONAL GOALS RATHER THAN TO GROUP GOALS; EMPHASIZING VALUES THAT SERVE THE SELF, SUCH AS FEELING GOOD, PERSONAL DISTINCTION AND ACHIEVEMENT, AND INDEPENDANCE.
COLLECTIVISM
EMPHASIZING THE VALUES THAT SERVE THE GROUP BY SUBORDINATING PERSONAL GOALS TO PRESERVE GROUP INTEGRITY, INTERDEPENDANCE OF MEMBERS, AND HARMONIOUS RELATIONSHIPS.