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MORAL DEVELOPMENT

Moral Development (Cont'd)Theories:Sociobiology: studied empathy and cooperation, these are hardwired, necessary for survival often conflict of personal vs. group benefits: group winsempathy seems pre-wiredventromedial area of cerebral cortex associated with empathic feelingsif damaged ? antis

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MORAL DEVELOPMENT

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    1. MORAL DEVELOPMENT Morality: distinguish right from wrong based on specific culture and subculture, even families rules for living religion, law Three aspects: affective, cognitive behavioural

    2. Moral Development (Cont’d) Theories: Sociobiology: studied empathy and cooperation, these are hardwired, necessary for survival often conflict of personal vs. group benefits: group wins empathy seems pre-wired ventromedial area of cerebral cortex associated with empathic feelings if damaged ? antisocial behaviour (e.g. psychopaths)

    3. Moral Development (Cont’d) Psychoanalytic: superego phallic stage Oedipus complex castration anxiety

    4. Moral Development (Cont’d) identification, introjection fear biggest motivator guilt induced by superego essential for moral behaviour

    5. Moral Development (Cont’d) Social learning: modeling reinforcement: direct or vicarious works for inhibition of behaviour too Cognitive theories: Piaget, Kohlberg and Gilligan

    6. Moral Development (Cont’d) Research shows best motivator is induction. Induction: aware of effects of our behaviour on others and showing appropriate behaviour. Secure attachment also important for moral development.

    7. Moral Development (Cont’d) Does punishment work? It can suppress certain behaviours in certain circumstances, but does not promote moral development. modeling of negative behaviours (shouting, deprivation, physical force) no internalization of values

    8. Moral Development (Cont’d) poor self-image fear/dislike of punisher this fear also makes it easier to justify misbehaviour learn to avoid misdeed only in presence of punisher relationship deteriorates fear and anxiety

    9. Moral Development (Cont’d) In limited conditions, punishment might do some good, but not punishment in the common use of the word, but rather the consequences of a behavior mild/moderate intensity never physical explain why behaviour was wrong (rationale) never criticize person, only deed

    10. Moral Development (Cont’d) offer alternate behaviour punishment related to misdeed offer chance at reparation loving, trusting relationship with adult age appropriate not withdrawal of love

    11. Moral Development (Cont’d) If punishment unavoidable: verbal explanation not physical not harsh infrequent warm relationship consistency

    12. Moral Development (Cont’d) What kind? logical consequences “fit the crime” reparation withdrawal of privileges not as effective time out: only for parents

    13. Moral Development (Cont’d) Catch them being good! Reinforce good behaviour. Reinforcers: attention, eye contact much better than toys or candy or extra TV. Sometimes disobedience is a good thing.

    14. Moral Development (Cont’d) Physical Punishment? Research on smacking in many countries Smacking’s or spanking impact ‘same globally’. Where smacking was the norm, the problems were less acute. E.g. African Americans. But different from whites: not angry/agitated, light smack, benign attitude Researchers in Europe, Asia and US carried out the study.

    15. Moral Development (Cont’d) Mothers in Thailand were least likely to physically discipline their children, while those in India and Kenya were the most likely.

    16. Moral Development (Cont’d) higher levels of aggression anxiety other emotional problems depression

    17. Moral Development (Cont’d) The thing about children is that sometimes they misbehave. They disobey They talk back They ignore their chores and fight with their siblings.

    18. Moral Development (Cont’d) MISBEHAVIOUR AS A SYMPTOM Lack of attention when being good. Natural exploration and testing of the environment. Tiredness, hunger, nutritional deficiencies Allergies

    19. Moral Development (Cont’d) Hearing impairment Subclinical brain damage Too much or too little stimulation Stress in the family Inappropriate parental expectations New sibling

    20. Moral Development (Cont’d) School situation (teacher, peers) Coming down with illness Change in the social environment Modeling (adult, peer, TV) ADDH – over diagnosed and over treated

    21. Moral Development (Cont’d) Development of self-control: Ability to NOT do something deemed wrong. Later cognitive development: linguistically, children understand DO before they understand DON’T.

    22. Moral Development (Cont’d) Includes compliance (e.g. don’t eat the cookies) and delay of gratification (e.g. you can eat the cookies after you’ve done your chores). Delay of gratification ability increases steadily after 18 months

    23. Moral Development (Cont’d) Children gradually develop cognitive strategies to delay gratification. Interaction between temperament and parenting.

    24. Moral Development (Cont’d) Aggression: Several types: instrumental: in order to get something hostile: intent to hurt; it can be overt (physical, threats) relational (damage another child’s social standing)

    25. Moral Development (Cont’d) Relational aggression can be: confrontational (direct statement to child), or non-confrontational or covert (behind child’s back) Stability: from middle-childhood on quite stable.

    26. Moral Development (Cont’d) Role of families: Early onset of aggression: Child with difficult temperament and cognitive deficits. Conflicted home atmosphere, inconsistent or lax discipline.

    27. Moral Development (Cont’d) Early onset of aggression (Cont’d): These lead to behaviour problems, which lead to rejection by average peers and academic failure. As a result, child likely to enter a deviant peer group, and this can lead to delinquency.

    28. Moral Development (Cont’d) Late onset of aggression: stressful family environment parents’ personality child temperament

    29. Moral Development (Cont’d) COULD lead to: parental coercion (do as I say or else!) child acts up parent increases coercion child acts up more parent gives in: reinforcement leads to more non-compliant behaviour, can become extremely rebellious.

    30. Moral Development (Cont’d) Unrealistically high self-esteem can lead to aggression or other maladaptive behaviours. Social contributors: poverty anomie

    31. Moral Development (Cont’d) poor schools availability of weapons abundant modeling glorification of violence in the culture

    32. Moral Development (Cont’d) Some useful tools: social skills training anger management correction of cognitive distortions moral dilemmas resolution in discussion groups job skills training

    34. COGNITIVE THEORIES OF MORAL DEVELOPMENT Piaget: Premoral stage: birth to 4-5 years. Heteronomous morality: 5-10 years. Moral realism: consequences of actions Rules rule Expiatory punishment (not reparation) Immanent justice: violations will always be caught and punished.

    35. COGNITIVE THEORIES OF MORAL DEVELOPMENT (Cont’d) Autonomous stage: 10+ cooperation reciprocity methodological flaws historical and cultural differences re: authority

    36. COGNITIVE THEORIES OF MORAL DEVELOPMENT (Cont’d) morality seen as respect for rules social justice realize rules are an arbitrary agreement that can be changed can break them for good reason

    37. COGNITIVE THEORIES OF MORAL DEVELOPMENT (Cont’d) intent is what matters, not the consequences of actions punishment must be related to misdeed no immanent justice immanent justice: belief that things happen to you because you did something to deserve it, e.g. you helped a person in need and you won the lottery; you were nasty to your kids and you had a car accident even though there is no relationship between cause and effect, it is still perceived as “just deserts”, belief in a just world.

    38. COGNITIVE THEORIES OF MORAL DEVELOPMENT (Cont’d) Kohlberg: 3 levels, 2 stages in each level. Level 1: Preconventional morality – to age 10. conformity to external rules avoidance of punishment obtain rewards

    39. COGNITIVE THEORIES OF MORAL DEVELOPMENT (Cont’d) Stage 1: Punishment and obedience Orientation: a behaviour is deemed good if no punishment follows, morality based on external consequences. Stage 2: Naďve Hedonism or Instrumental Orientation: conforms to rules to obtain reward: intent has some importance.

    40. COGNITIVE THEORIES OF MORAL DEVELOPMENT (Cont’d) Level 2: Conventional Morality – to age 20. Rules are set by others Obedience to: win praise maintain social order

    41. COGNITIVE THEORIES OF MORAL DEVELOPMENT (Cont’d) Stage 3: “Good Boy/Good Girl” Orientation: what is approved of by others is good intent is important like to be considered “nice”

    42. COGNITIVE THEORIES OF MORAL DEVELOPMENT (Cont’d) Stage 4: Authority and Social Order: conform to rules to avoid punishment and to maintain social order Level 3: Post-Conventional: Internalized moral standards. Good behaviour even if no authority figure is present

    43. COGNITIVE THEORIES OF MORAL DEVELOPMENT (Cont’d) Stage 5: Contract Morality: consensus, majority maximize social welfare unfair rules can be challenged democratic process large cultural variations (see text)

    44. COGNITIVE THEORIES OF MORAL DEVELOPMENT (Cont’d) Post-conventional morality not considered a real stage by many researchers. Morality of “justice”, no emotional component. Low correlation with behaviour. People behave at different levels in different situations Kohlberg’s views an algorithm – but the devil is in the details!

    45. COGNITIVE THEORIES OF MORAL DEVELOPMENT (Cont’d) Carol Gilligan: Are there gender differences in morality? Contrast with Kohlberg K: justice, legal (males) G: care perspective: preserve interpersonal relationships (females) Also large cultural differences. Norway, Japan, collectivist cultures; males also have a care perspective.

    46. COGNITIVE THEORIES OF MORAL DEVELOPMENT (Cont’d) Level I: individual survival, own needs and wants. Transition: awareness of possible conflict between own desires and others’ desires

    47. COGNITIVE THEORIES OF MORAL DEVELOPMENT (Cont’d) Level II: goodness and self-sacrifice, not hurting others paramount. Transition: is self-sacrifice right? Level III: do the least harm but also look after self.

    48. SOCIOPATHY Psychopaths, sociopaths or sociopathic personality disorder. Basic traits: no empathy self-centered no remorse

    49. SOCIOPATHY (Cont’d) shallow or no feelings for others no internalization of moral rules capable of using/hurting others for self-gain lying, cheating, pretending a very small % become criminals, the rest are sometimes called “succesful sociopaths”.

    50. SOCIOPATHY (Cont’d) Causes: mix of inborn brain characteristics and environment (niche picking). early damage to areas of frontal cortex disrupts social learning and results in antisocial behaviour. mostly males, rare in females. Begins in childhood: aggression, cruelty to animals, etc. but not all children with these characteristics develop sociopathy.

    51. Other Issues: Distinctions between moral rules and social conventions. Environmental cues (adults’ reactions). Distributive justice: how to divide the pie. Progression due to adult teaching. (Equality, merit and benevolence).

    52. Pro-social reasoning: hedonistic, pragmatic needs of others approval-focused emphatic internalized values

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