Hd Chapter 7 Self & Moral Development: Middle Childhood Through Early Adolescence

Front 1

Self-Concept: Preschool Years

Back 1

- Can't cognitively integrate aspects of self of several concepts
- No accommodating opposing aspects
- No perspective-taking
- Do not use observations
guides for assessing own competencies
- Self-evaluations overly
positive

Front 2

Self-Concept: Early Elementary Years

Back 2

Organizes characteristics of self into categories
- Still cannot accommodate opposing aspects
- All or nothing self concept still overly positive
Improved perspective-taking allow evaluations based on others

Front 3

Self-Concept: Middle-childhood/Early Adolescence

Back 3

- Now integrate opposing characteristics
- Based on social feedback
- Self-esteem may drop at this time

Front 4

Self-Concept: Adolescence

Back 4

Struggle to integrate
abstract representations of self - work on unique identity

Front 5

The Structure of Self-Concept

Back 5

• Academic self-concept: separate subject areas
• Nonacademic self-concept:
o Social
o Emotional
o Physical:Ability/Appearance
• Global sense of self coexists and shapes self-appraisals
in specific domains
• By middle childhood (elementary years)
articulate their own assessments of
competencies & self-perception

Front 6

Structure of Self-Concept

Back 6

Front 7

Structure of the Self-Concept: Middle Childhood

Back 7

1. Athletic and Academic Competence
2. Physical Appearance
3. Peer Acceptance
4. Behavioral Conduct

Front 8

Are certain domains more important than others in a child’s self-esteem?

Back 8

Yes.
1. Strong association btw physical appearance & self-esteem (holds across life span)
2. More attractive = more positive attention, affection in infancy= more good qualities ascribed to them = generally more successful in life

Front 9

How do children appraise their competencies?

Back 9

1. Concrete measures of performance
2. Social Influences

Front 10

Types of Social Influences

Back 10

1. Social comparison
2. Downward social comparison: self esteem at risk

Front 11

Risks Associated with Children with Low Self-Esteem

Back 11

1. More susceptible to external cues
2. More reactive to social feedback
3. More cautious and self-protective
4. Less likely to call attention
5. More to lose from negative evaluations
6. Prefer situations rich in positive reinforcement

Front 12

Traits of Children with Higher Self-Esteem

Back 12

1. Demonstrate more self-enhancement strategies
2. More likely to call attention to themselves

Front 13

Gender Differences in Self-Esteem/Self-Concept

Back 13

1. Current research= one’s “voice” is important for self-esteem, but girls do not “lose their voice” more than boys, actually strong among female peers
2. Self-esteem decline= late childhood, slow climb in young adulthood (peak 60s), then declines

Front 14

Racial/Ethnic Differences in Self-Esteem/Self-Concept

Back 14

1. African-Americans have slightly higher self-esteem than White Americans
2. Ethnic minority groups – higher level of ethnocentrism – racial id more important
3. Strong ethnic ID=higher rates of global self-esteem
NOTE: results cannot be generally applied to all ethnic minority groups

Front 15

The Moral Self:
What is morality?

Back 15

1. Judgments are right vs. wrong
2. Prefer "right"
3. Part of normal development, despite religion
4. Concern for others, sense of justice & fairness, trustworthiness, self-control
5. Self-Control: Suppress selfish of aggressive impulses

Front 16

The Moral Self: Freud’s Psychoanalytic Theory of Moral Development

Back 16

NOTE: Research does not support this theory
- Superego (preschool) emerges and is source of moral emotions
- ID with same-sex parent is key, leads to internalized parent's moral value=superego
- Conscience (18-24m to 3yo) prosocial bx not psychoanalytic self desire
- Intimidating parents least successful to foster conscience

Front 17

The Moral Self: Piaget’s Theory of Moral Development

Back 17

1. Premoral Period (Preschool)
2. Heteronomous (Age 5)
3. Autonomous (8-9 or 11-12 yo)

Front 18

Piaget’s Theory of Moral Development: Premoral Period

Back 18

(Preschool)
1.Child is unconcerned about rules, make up own
2.Have little regard even for own rules

Front 19

Piaget’s Theory of Moral Development: Heteronomous Morality

Back 19

(Age 5)
1.Rules are immutable, exist outside of self, require strict adherence
2.Rules should never be broken, even if greater good
3.Laws must be followed, if not then punished = immanent justice
4. Based on experiences w/ parents + authority figures

Front 20

Piaget’s Theory of Moral Development: Autonomous Morality

Back 20

(8-9 or 11-12 y/o)
1. Social rules are arbitrary, social agreements. Can be changed by agreement or violated for a higher purpose
2.Advanced perspective-taking skills, experience with give-and-take of relationships (peers)
3.Understand rules should promote fair play, cooperation, justice

Front 21

MAIN THEORY for Moral Self Development

Back 21

Kohlberg’s Theory of Moral Development

Front 22

The Moral Self: Kohlberg’s Theory of Moral Development

Back 22

1. Preconventional
- Stage 1: Punishment & Obedience Orientation (5-8 or 9 y/o)
- Stage 2: Concrete, Individualistic Orientation (8- 9 to 11-12 y/o)
2. Conventional
- Stage 3: Social-Relational Perspective (13-16 y/o)
- Stage 4: Member-of –Society Perspective (late adolescents/young adults)
3. Postconventional
- Stage 5: Prior Rights and Social Contract (some adults)
- Stage 6: Universal Ethical Principles (some adults)

Front 23

Kohlberg’s Theory of Moral Development: Preconventional

Back 23

Stage 1: Punishment and Obedience Orientation
(5-8 or 9 y/o)
a. Obeys to avoid punishment and because authority is assumed to be right. Rules= literally
Stage 2: Concrete, Individualistic Orientation
(8- 9 to 11-12 y/o)
a. Follows rules to serve own interests
b. Follow principle of fair exchange

Front 24

Kohlberg’s Theory of Moral Development: Conventional

Back 24

Stage 3: Social-Relational Perspective
(13-16 y/o)
a. Shared feelings/needs= more important than self-interest. Helpfulness, generosity, and forgiveness idealized.
Stage 4: Member-of –Society Perspective (late adolescents/young adults)
a.Social order most important.

Front 25

Kohlberg’s Theory of Moral Development: Postconventional

Back 25

Stage 5: Prior Rights and Social Contract
(some adults)
a. Social contract is most valued. e.g. democratic principles, individual rights.
Stage 6: Universal Ethical Principles (some adults)
a.Certain abstract moral principles are valued over anything else (e.g. specific laws). Social order is also highly valued, unless it violates highest moral principles
b.More theoretical stage – Subjects did not achieve this stage

Front 26

Support for Piaget’s and Kohlberg’s Theories

Back 26

1. Young children pay more attention to consequences, Older children pay more attention to intentions in moral dilemmas
2. Young people progress through Kohlberg’s stages, but many adults do not achieve postconventional stages
3. Roles of perspective taking and peer interaction are crucial in growth of moral reasoning

Front 27

Limitations of Piaget’s and Kohlberg’s Theories

Back 27

2. Young children do not treat all rules as equally important just because they are specified by parents or authority figures
a. Judge violations of moral rules more harshly than conventional rules (age 3)
b. Age 4/5 - Believe moral rules should be obeyed, despite authority
3. Middle childhood - differentiate btw types of rules

Front 28

Describe the Social Information-Processing Model?

Back 28

1. Encoding of Cues
2. Interpretation of Cues
3. Clarification of Goals
4. Response Access of Construction
5. Response Decision
6. Behavioral Enactment

Front 29

What is prosocial behavior?

Back 29

Prosocial behavior or altruism: When a child voluntarily acts in ways that seem intended to benefit someone else
Emotions:
i.Empathy:"Feeling with" another person
ii.Sympathy:"Feeling for" another person

Front 30

How does prosocial behavior improve in late childhood?

Back 30

Scope of empathy expands:
i. Increasing ability to think about abstractions
ii. Now empathize with whole groups of people compared to individual people observed
c. Individual temperament, parenting, and peer experiences all influence

Front 31

Explain the cognitive development of prosocial behavior?

Back 31

i.Preschoolers: Hedonistic - own needs only
ii. Early school years: Needs oriented – often do not express sympathy/ guilt for not helping
iii. Later elementary years: Recognition that helping is socially approved
iv. Late elementary/adolescence: expressions of sympathy for others, guilt about inaction, and reference to duty
v.Some adolescents: helping others becomes core of self-concept

Front 32

What is needs-based reasoning?

Back 32

Reasoning about other people's needs

Front 33

How does shyness impact prosocial development?

Back 33

More likely to help others, especially when it involves initiating a social interaction

Front 34

How does popularity impact prosocial behavior?

Back 34

b. Socially competent children who are popular with peers tend to show greater empathy and prosocial behaviors, mutually causal

Front 35

What traits are associated with positive prosocial behavior?

Back 35

Shyness, socially competent popular children, older children and adolescents, assertiveness, Effort control

Front 36

What is effort control?

Back 36

- Helps child regulate or modulate emotional reactions
- More effortful control can moderate emotional reactions and engage in sympathetic prosocial behaviors

Front 37

Social/Parenting influences on prosocial behavior?

Back 37

- Authoritative=promotes
- Authoritatian=interferes
- Extreme Parenting (Abuse/Neglect)=suppressess
NOTE: Creating the opportunity to practice is crucial

Front 38

List types of Antisocial Behavior

Back 38

- Antisocial Behavior
- Aggression
- Relational Aggression

Front 39

Antisocial Behavior

Back 39

Intent to harm or injure another or disregard for harm your action may cause others.
i. Physical, verbal, or social attacks
ii. Cheating, lying, stealing

Front 40

Aggression

Back 40

Normal reaction in early childhood; linked with anger and frustration.
i. Physical aggression usually declines from age 2-4 as prosocial behaviors increase
ii. Verbal aggression increases in school years

Front 41

Relational Aggression

Back 41

Increases in elementary school - purposeful manipulation and damage of peer relationships.
i. Social rejection, spreading rumors, teasing. demeaning and humiliating others in front of peers

Front 42

Factors of prosocial behavior that impact aggressive behavior?

Back 42

1. Empathy is linked to aggression
2. Perspective-taking - misattributing the intentions of others as hostile

Front 43

Hostile attributional bias

Back 43

Tendency to perceive threats, even in neutral situations

Front 44

Antisocial Behavior

Back 44

Intent to harm or injure another or disregard for harm your action may cause others.
i. Physical, verbal, or social attacks
ii. Cheating, lying, stealing

Front 45

Aggression

Back 45

Normal reaction in early childhood; linked with anger and frustration.
i. Physical aggression usually declines from age 2-4 as prosocial behaviors increase
ii. Verbal aggression increases in school years

Front 46

Relational Aggression

Back 46

Increases in elementary school - purposeful manipulation and damage of peer relationships.
i. Social rejection, spreading rumors, teasing. demeaning and humiliating others in front of peers

Front 47

Factors of prosocial behavior that impact aggressive behavior?

Back 47

1. Empathy is linked to aggression
2. Perspective-taking - misattributing the intentions of others as hostile

Front 48

Hostile attributional bias

Back 48

Tendency to perceive threats, even in neutral situations