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75 Cards in this Set
- Front
- Back
MORAL DEVELOPMENT
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CHANGES IN THOUGHTS FEELINGS, AND BEHAVIORS REGARDING STANDARDS OF RIGHT AND WRONG
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HETERONOMOUS MORALITY (PIAGET)
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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
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AUTONOMOUS MORALITY
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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.
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IMMANENT JUSTICE
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PIAGETS CONCEPT THAT IF A RULE IS BROKEN, PUNISHMENT WILL BE METED OUT IMMEDIATELY.
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PRECONVENTIONAL REASONING
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THE LOWEST LEVEL IN KOHLBERGS THEORY OF MORAL DEVELOPMENT. THE INDIVIDUALS MORAL REASONING IS CONTROLLED PRIMARILY BY EXTERNAL REWARDS AND PUNISHMENT
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HETERONOMOUS MORALITY(KOHLBERG)
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THE FIRST STAGE OF PRECONVENTIONAL REASONING IN KOHLBERGS THEORY, IN WHICH MORAL THINKING IS TIED TO PUNISHMENT.
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INDIVIDUALISM, INSTRUMENTAL PURPOSE, AND EXCHANGE
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THE SECOND KOHLBERG STAGE OF PRECONVENTIONAL REASONING. AT THIS STAGE, INDIVIDUALS PURSUE THEIR OWN INTERESTS BUT ALSO LET OTHERS DO THE SAME.
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CONVENTIONAL REASONING
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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.
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MUTUAL INTERPERSONAL EXPECTATIONS, RELATIONSHIPS, AND INTERPERSONAL CONFORMITY
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KOHLBERGS THIRD STAGE OF MORAL DEVELOPMENT. AT THIS STAGE, INDIVIDUALS VALUE TRUST, CARING, AND LOYALTY TO OTHERS AS A BIAS OF MORAL JUDGMENTS.
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SOCIAL SYSTEMS MORALITY
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THE FOURTH STAGE IN KOHLBERGS THEORY OF MORAL DEVELOPMENT. MORAL JUDGEMENTS ARE BASED ON UNDERSTANDING THE SOCIAL ORDER, LAW, JUSTICE AND DUTY.
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POSTCONVENTIONAL REASONING
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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.
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SOCIAL CONTRACT OR UTILITY AND INDIVIDUAL RIGHTS
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THE FIFTH KOHLBERG STAGE OF MORAL DEVELOPMENT. AT THIS STAGE, INDIVIDUALS REASON THAT VALUES, RIGHTS, AND PRINCIPLES UNDERGIRD OR TRANSCEND THE LAW.
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UNIVERSAL ETHICAL PRINCIPLES
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THE SIXTH AND HIGHEST STAGE IN KOHLBERGS THEORY OF MORAL DEVELOPMENT. INDIVIDUALS DEVELOP A MORAL STANDARD BASED ON UNIVERSAL HUMAN RIGHTS.
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JUSTICE PERSPECTIVE
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A MORAL PERSPECTIVE THAT FOCUSES ON THE RIGHTS OF THE INDIVIDUALS; INDIVIDUALS INDEPENDANTLY MAKE MORAL DECISIONS.
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CARE PERSPECTIVE
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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.
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SOCIAL COGNITIVE THEORY OF MORALITY
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THE THEORY THAT DISTINGUISHES BETWEEN MORAL COMPETENCE-THE ABILITY TO PRODUCE MORAL BEHAVIORS-AND MORAL PERFORMANCE-PERFORMING THOSE BEHAVIORS IN SPECIFIC SITUATIONS
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EGO IDEAL
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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
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CONSCIENCE
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THE COMPONENT OF THE SUPEREGO THAT PUNISHES THE CHILD FOR BEHAVIORS DISAPROVED OF BY PARENTS BY MAKING THE CHILD FEEL GUILTY AND WORTHLESS.
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EMPATHY
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REACTING TO ANOTHERS FEELINGS WITH AN EMOTIONAL RESPONSE THAT IS SIMILAR TO THE OTHERS FEELINGS.
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MORAL IDENTITY
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THE ASPECT OF PERSONALITY THAT IS PRESENT WHEN INDIVIDUALS HAVE MORAL NOTIONS AND COMMITMENTS THAT ARE CENTRAL TO THEIR LIVES.
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MORAL EXEMPLARS
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PEOPLE WHO HAVE LIVED EXEMPLARY LIVES-THEY HAVE A MORAL PERSONALITY, IDENTITY, CHARACTER, AND SET OF VIRTUES THAT REFLECT MMORAL EXCELLENCE ADN COMMITMENT.
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HIDDEN CURRICULUM
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THE PERVASIVE MORAL ATMOSPHERE THAT CHARACTERIZES EVERY SCHOOL
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CHARACTER EDUCATION
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A DIRECT MORAL EDUCATION PROGRAM IN WHICH STUDENTS ARE TAUGHT MORAL LITERACY TO PREVENT THEM FROM ENGAGING IN IMMORAL BEHAVIOR
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VALUES CLARIFICATION
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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.
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COGNITIVE MORAL EDUCATION
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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.
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SERVICE LEARNING
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A FORM OF EDUCATION THAT PROMOTES SOCIAL RESPONSIBILITY AND SERVICE TO THE COMMUNITY
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ALTRUISM
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AN UNSELFISH INTEREST IN HELPING ANOTHER PERSON
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FORGIVENESS
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AN ASPECT OF PROSOCIAL BEHAVIOR THAT OCCURS WHEN THE INJURED PERSON RELEASES THE INJURER FROM POSSIBLE BEHAVIORAL RETALIATION.
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GRATITUDE
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A FEELING OF THANKFULNESS AND APPRECIATION, ESPECIALLY IN RESPONSE TO SOMEONES DOING SOMETHING KIND OR HELPFUL
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CONDUCT DISORDER
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AGE-INNAPPROPRIATE ACTIONS AND ATTITUDES THAT VIOLATE FAMILY EXPECTATIONS. SOCIETYS NORMS, AND THE PERSONAL OR PROPERTY RIGHTS OF OTHERS.
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JUVENILE DELINQUENCY
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ACTIONS TAKEN BY AND ADOLESCENT IN BREAKING THE LAW OR ENGAGING IN ILLEGAL BEHAVIOR
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SPIRITUALITY
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A SENSE OF CONNECTEDNESS TO A SACRED OTHER (GOD, NATURE, A HIGHER POWER).
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VALUES
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BELIEFS AND ATTITUDES ABOUT THE WAY THINGS SHOULD BE.
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RECIPROCAL SOCIALIZATION
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SOCIALIZATION THAT IS BIDIRECTIONAL IN THAT CHILDREN SOCIALIZE PARENTS JUST AS PARENTS SOCIALIZE CHILDREN.
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MULTIPLE DEVELOPMENTAL TRAJECTORIES
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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.
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AUTHORITARIAN PARENTING
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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
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AUTHORITATIVE PARENTING
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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.
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NEGLECTFUL PARENTING
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A STYLE IN WHICH THE PARENT IS VERY UNINVOLVED IN THE CHILDS LIFE.
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INDULGENT PARENTING
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A STYLE IN WHICH PARENTS ARE VERY INVOLVED WITH THEIR CHILDREN BUT PLACE FEW DEMANDS OR CONTROLS ON THEM.
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COPARENTING
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THE SUPPORT THAT PARENTS PROVIDE ONE ANOTHER IN JOINLY RAISING A CHILD.
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CHILD ABUSE
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THE TERM USED MOST OFTEN BY THE PUBLIC AND MANY PROFESSIONALS TO REFER TO BOTH ABUSE AND NEGLECT
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CHILD MALTREATMENT
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THE TERM INCREASINGLY USED BY DEVELOPMENTALISTS THAT REFERS TO ABUSE AND NEGLECT, BUT ALSO INCLUDES DIVERSE CONDITIONSL
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PHYSICAL ABUSE
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ABUSE CHARACTERIZED BY THE INFLICTION OF PHYSICAL INJURY AS A RESULT OF PUNCHING, BEATING, KICKING, BITING, BURNING, SHAKING, OR OTHERWISE HARMING A CHILD.
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CHILD NEGLECT
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FAILURE TO PROVIDE FOR THE CHILDS BASIC NEEDS, INCLUDING PHYSICAL, EDUCATIONAL, OR EMOTIONAL NEEDS.
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SEXUAL ABUSE
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FONDLING THE CHILDS GENITALS, INTERCOURSE, INCEST, RAPE, SODOMY, EXHIBITIONISM, AND COMMERCIAL EXPLOITATION THROUGH PROSTITUTION OR THE PRODUCTION OF PORNOGRAPHIC MATERIALS.
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EMOTIONAL ABUSE
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ACTS OR OMISSIONS BY PARENTS OR OTHER CAREGIVERS THAT HAVE CAUSED, OR COULD CAUSE, SERIOUS BEHAVIORAL, COGNITIVE, OR EMOTIONAL PROBLEMS.
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PEERS
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INDIVIDUALS OF ABOUT THETHE SAME AGE OR MATURITY LEVEL.
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POPULAR CHILDREN
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CHILDREN WHO ARE FREQUENTLT NOMINATED AS A BEST FRIEND AND ARE RARELY DISLIKED BY THEIR PEERS.
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AVERAGE CHILDREN
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CHILDREN WHO RECIEVE AN AVERAGE NUMBER OF BOTH POSITIVE AND NEGATIVE NOMINATIONS FROM THEIR PEERS.
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NEGLECTED CHILDREN
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CHILDREN WHO ARE INFREQUENTLY NOMINATED AS A BEST FRIEND BUT ARE NOT DISLIKED BY THEIR PEERS.
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REJECTED CHILDREN
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CHILDREN WHO ARE INFREQUENTLY NOMINATED AS A BEST FRIEND AND ARE ACTIVELY DISLIKED BY THEIR PEERS.
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CONTROVERSIAL CHILDREN
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CHILDREN WHO ARE FREQUENTLY NOMINATED BOTH AS SOMEONES BEST FRIEND AND AS BEING DISLIKED.
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POPULAR CHILDREN
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CHILDREN WHO ARE FREQUENTLY NOMINATED AS A BEST FRIEND AND ARE RARELY DISLIKED BY THEIR PEERS.
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AVERAGE CHILDREN
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CHILDREN WHO RECIEVE AN AVERAGE NUMBER OF BOTH POSITIVE AND NEGATIVE NOMINATIONS FROM THEIR PEERS.
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NEGLECTED CHILDREN
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CHILDREN WHO ARE INFREQUENTLY NOMINATED AS A BEST FRIEND AND ARE ACTIVELY DISLIKED BY THEIR PEERS
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CLIQUES
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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.
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CROWDS
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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.
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INTIMACY IN FRIENDSHIP
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SELF DISCLOSURE AND THE SHARING OF PRIVATE THOUGHTS.
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PLAY
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A PLEASURABLE ACTIVITY THAT IS ENGAGED IN FOR ITS OWN SAKE.
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PLAY THERAPY
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THERAPY THAT LETS CHILDREN WORK OFF FRUSTRATIONS WHILE THERAPISTS ANALYZE THEIR CONFLICTS AND COPING METHODS.
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SENSORIMOTOR PLAY
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BEHAVIOR BY INFANTS TO DERIVE PLEASURE FROM EXERCISING THEIR SENSORIMOTOR SCHEMES.
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PRACTIVE PLAY
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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.
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PRETENSE/SYMBOLIC PLAY
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PLAY THAT OCCURS WHEN A CHILD TRANSFORMS THE PHYSICAL ENVIRONMENT INTO A SYMBOL.
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SOCIAL PLAY
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PLAY THAT INVOLVES INTERACTION WITH PEERS.
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CONSTRUCTIVE PLAY
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COMBINES SENSORIMOTOR/PRACTICES PLAY WITH SYMBOLIC REPRESENTATION.
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GAMES
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ACTIVITIES THAT ARE ENGAGED IN FOR PLEASURE AND INCLUDE RULES.
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LEISURE
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THE PLEASURE TIMES WHEN INDIVIDUALS ARE FREE TO PURSUE ACTIVITIES AND INTEREST OF THEIR OWN CHOOSING
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DISENGAGEMENT THEORY
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THE THEORY THAT, TO COPE EFFECTIVELY, OLDER ADULTS SHOULD GRADUALLY WITHDRAW FROM SOCIETY; THIS THEORY IS NO LONGER SUPPORTED.
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ACTIVITY THEORY
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THE THEORY THAT THE MORE ACTIVE AND INVOLVED OLDER ADULTS ARE, THE MORE LIKELY THEY ARE TO BE SATISFIED WITH THEIR LIVES.
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AGEISM
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PREJUDICE AGAINST OTHER PEOPLE BECAUSE OF THEIR AGE, ESPECIALLY PREJUDICE AGAINST OLDER ADULTS.
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CULTURE
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THE BEHAVIOR, PATTERNS, BELIEFS, AND ALL OTHER PRODUCTS OF A GROUP OF PEOPLE THAT ARE PASSED ON FROM GENERATION TO GENERATION.
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CROSS-CULTURAL STUDIES
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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.
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ETHNOCENTRISM
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THE TENDENCY TO CONSIDER ONES OWN GROUP SUPERIOR TO OTHER GROUPS
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INDIVIDUALISM
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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.
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COLLECTIVISM
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EMPHASIZING THE VALUES THAT SERVE THE GROUP BY SUBORDINATING PERSONAL GOALS TO PRESERVE GROUP INTEGRITY, INTERDEPENDANCE OF MEMBERS, AND HARMONIOUS RELATIONSHIPS.
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