Exam 3 Flashcards
(146 cards)
1
Q
What is the sequence of emotional development? 1-12 months
A
Expresses interest, fear, disgust, and anger
2
Q
What is the sequence of emotional development? 12-24 months
A
Uses words to describe emotions. Regulates emotions. Experiences guilt, shame, and envy.
3
Q
What is the sequence of emotional development? 36-48 months
A
Understands cause and effects emotions. Can use calculated tantrums and emotional outbursts.
4
Q
What is the sequence of emotional development? 6-7 years old
A
Understands thoughts. Controls emotions. Understands emotional ambivalence.
5
Q
What is the sequence of self-regulation?
A
Infants: use self soothing strategies for coping. Later in infancy, attention is redirected or infant uses distraction to cope.
By age 2: toddlers use language. Emotions vary with different situations. Ability to cope with stress increases and can better modulate emotional arousal.
Children: adapt more when emotionally intelligent.
Adolescents: Emotional changes occur with puberty. Volatile emotions.
6
Q
What are the primary emotions
A
present in humans and other animals; these emotions appear in the first 6 months of the human infant’s development.
Include: Surprise, Interest, Joy, Anger, Sadness, Fear, and Disgust
7
Q
What are the self-conscious emotions
A
require self awareness that involves consciousness and a sense of “me.”
Include: Jealousy, Empathy, Embarrassment, Pride, Shame, and Guilt - most of these occurring for the first time at some point after 18 months of age when a sense of self become consolidated in toddlers
8
Q
Reflexive smiling
A
Occurs in the first month after birth.
Doesn’t occur in response to external stimuli. Attributed to gas.
9
Q
Social smiling
A
First occurs at about 2 or 3 months of age. (Can be as early as 4-6 weeks in response to caregiver’s voice)
Is a response to external stimuli, typically in response to a face
10
Q
infant negative emotion: anger
A
see squinted eyes and narrow; eyebrows together and lowered; mouth open and in an angular shape
11
Q
infant negative emotion: fear
A
first appears at 6 months and peaks at 18 months; may appear as early as 3 months in abused children
12
Q
infant negative emotion: stranger anxiety
A
infants far and wariness of strangers – gradually emerges, but most intense between 9 and 12 months; affected by social context, stranger’s characteristics; there is individual variation –not all infants show distress; if they’re more secure they’ll show less fear
13
Q
Separation protest
A
when infants experience of being separated from caregivers – crying when caregiver leaves; usually peaks between 13 and 15 months; separation protests is universal across cultures
14
Q
infant negative emotion: jealousy
A
may see this; at least it appears to be jealousy no age
15
Q
Know about emotional competency in adolescence (i.e., study of parent vs. self-report of happiness)
A
In the self-report study, adolescents reported more extreme, transitory emotions than their parents.
They were 5x more likely to report being “very happy” and 3x more likely to report being “very unhappy” when compared to their parents self reports.
Teenagers are more extreme with their responses due to their egocentrism at this age.
16
Q
What is socioemotional Selectivity Theory
A
Older adults become more selective about their social networks.
They place high value on emotional satisfaction and maximize positive emotional experiences.
They spend more time with familiar individuals with whom they have had rewarding relationships.
This theory argues that older adults deliberately withdraw from social contact; cut people out of their lives and build on existing relationships with family and friends with whom they have enjoyable relationships.
17
Q
How can temperament be described and classified?
A
Temperament is “an individual’s behavioral style and characteristic way of responding.”
Temperament is apparent shortly after birth.
Temperament includes emotion and how long it takes to show, how strong it is, and how long it lasts.
There are different ways of classifying temperament: Thomas & Chess, Kagan, Rothbart & Bates.
18
Q
Thomas & Chess—*** (Think “T” for Thomas and Temperament)
Temperament is “HOW” the child behaves (distinct from “what” the child does)
A
}Rhythmicity of biological functions }Approach or withdrawal from new stimuli }Adaptability }Distractibility }Activity level }Quality of mood }Persistence or attention span }Intensity of reactions
19
Q
The EASY CHILD
A
Usually in a positive mood, adapts well, quick to est routines
20
Q
The DIFFICULT CHILD
A
Often Negative mood, intense reactions to people & new situations, irregular routines
21
Q
The SLOW-TO-WARM-UP CHILD
A
Somewhat negative mood, low activity level, low adaptability, tendency to withdraw from unfamiliarity
22
Q
Rothbart/Bates-
(**Think “R” for Rothbart–Reactivity and Regulation) Concept of Temperment as Fundamental Variability in:
A
- Reacitvity-arousal to events-RATE of onset, speed of escalation, persistence
- Self-Regulation-mode of Reacitivity-approach and withdrawl tendencies, inhibition of responding (soothability), emotion regulation and adaptability
23
Q
Kagan-
**Think of “K” for Kautiousness (yes–spelled incorectly-but same sound!
A
Concept of temperment as differences in Behavioral Inhibition (Cautiousness)
- Inhibited-Shy, subdued, and timid
- Uninhibited-Sociable, extraverted, bold
–Inhibition shows stability from infancy through early childhood-In infants (4 months), we can dif between those who are highly reactive to stimuli (inhibited) and those who show low reacitvity (uninhibited)
24
Q
An Inhibited Child would be
Kagan
A
Shy, Subdued, and Timid
25
An Uninhibited Child would be
| Kagan
Sociable, Extroverted and Bold
26
An Easy Child would be
| Thomas and Chess
40% of children
Usually in a positive mood, adapts well to people & novel situations, and new experiences. Quickly establishes new routines
27
A Difficult Child would be
10% of children;
reacts negatively and cries frequently, engages in irregular daily routines, and is slow to accept change
28
A Slow to Warm up Child would be
15% of children;
has a low activity level, is somewhat negative. Low adaptability, tendency to withdraw from unfamiliarity
29
What is goodness of fit?
Match between a child's temperament and environmental demands in regards to parenting. Some parenting styles work well with some children, but don't work at all with other children in the same family. Parents should structure the child's environment to provide as good a fit as possible with the child's temperament and avoid labeling a "difficult child."
Examples would include providing routine for a child who needs to know what's coming to feel secure or offering outlets for a child who gets bored easily.
30
What was learned from Harry Harlow’s study with monkeys?
Harlow’s early experimental work with monkeys who were deprived of all early interactions strongly supported the view that healthy social and emotional development is rooted in children’s early social interactions; Harlow’s monkey spent up to 17 hrs with the clothed monkey “mother” even though she didn’t provide any food; they were seeking connection and comfort and felt they got it more from this “mother”; they only spent about 1hr with the wire “mother” because although she provided food, she didn’t provide comfort.
31
Attachment
an emotional bond or relationship between two people that is enduring across space and time
32
How is attachment developed?
- Face to face play
- Locomotion
- Social referencing
33
Locomotion in the context of developing attachment
in later infancy such as crawling and walking allows children to explore and develop more independence.
34
goal directed behaviors in the context of developing attachment
joint attention and gaze following help the child understand intention.
35
Social Referencing in the context of developing attachment
developed by the end of the first year and allows the child to read emotional cues to determine how to act in a specific situation.
Ex. A mother’s facial expression influences how an infant will act or explore in an unfamiliar environment
By the end of the second year a child will start to “check” with their mother before acting in a situation to see whether she is happy, angry, fearful, etc.
36
Freud's ideas on attachment
- Attachment is developed through oral satisfaction.
| - Usually the mother since she is most likely feeding the infant.
37
Erickson's ideas on attachment
- Emphasized the 1st year as being a key time for attachment development.
- A sense of trust or mistrust during this time sets later expectations.
38
Harlow's ideas on attachment
- Healthy social and emotional development is rooted in children’s early social interactions with adults.
- Monkey Experiment (See question #11)
39
Bowlby's ideas on attachment
- Attachment Theory (See question #14)
| - Infants are biologically predisposed to develop attachments with their caregivers.
40
Know attachment categories - How are caregiving styles related to attachment (e.g., how do children react differently in the strange situation as a result of attachment)?
1. Securely Attached
3. Insecure Avoidant
2. Insecure Resistant
(or Ambivalent)
4. Insecure Disorganized
41
Securely Attached
- An infant or child had a high quality, relatively unambivalent relationships with his or her caregiver
- Caregiver is secure base to explore environment from
- e.g. In the Strange Situation, infant may be upset when the caregiver leaves but may be happy to see the caregiver return, recovering quickly from any distress
- mother is sensitive to the child; providing what the child needs
- 60-70% of American middle class children
42
Insecure Avoidant
- Infants or young children seem somewhat indifferent toward their caregiver and may even avoid the caregiver
- e.g. In the Strange Situation, these children seem indifferent toward their caregiver before the caregiver leaves the room and indifferent or avoidant when the caregiver returns
- If these children become upset when left alone, they are easily comforted by a stranger as by the caregiver
- mother is unresponsive to the child
- 20% of infants- middle-class families
43
Insecure Resistant
| or Ambivalent
- Infants or young children are clingy and stay close to their caregiver rather than explore environment
- then resists by fighting against the closeness
- e.g. In the Strange Situation, infants tend to become very upset when the caregiver leaves them alone in the room, and are not readily comforted by strangers
- When the caregiver returns, they are not easily comforted and both seek comfort and resist efforts by the caregiver to comfort them
- mother is inconsistent
- 15% of American middle class children
44
Insecure Disorganized
- Their behavior is often confused or even contradictory, and they often appear dazed or disoriented - disorganized
- e.g. Infants in this category seem to have no consistent way of coping with the stress of the Strange Situation
- signs of abuse or neglect
- Identified for 5- 10% of children
45
Bowlby’s Attachment phases
Preattachment Phase (birth to 6 weeks)
Indiscriminate Attachment
Infant produces signals that attract others to his/her side. The infant is comforted by the adult in the reaction that follows.
46
Bowlby’s Attachment phases
Attachment-in-the-making (6 weeks to 6-8 months)
Attachment to primary caregiver
| Infants begin to respond preferentially to familiar people
47
Bowlby’s Attachment phases
Clear-cut Attachment (Between 6-8 months and 1½-2 years)
Specific attachments form
| Infant actively seeks contact with regular caregivers and shows separation protest or distress when the caregiver leaves
48
Bowlby’s Attachment phases
Reciprocal Relationships (1½ or 2 years on )
Goal-directed partnerships form
| Children take an active role in developing working partnerships with their caregivers.
49
Know Sternberg’s theory of love
1. PASSION-Physical, sexual, attraction
2. INTIMACY- warmth, closeness and sharing
3. COMMITMENT-intent to remain together
50
What are some basic differences in maternal vs paternal caregiving styles?
Maternal Interactions Usually center on child care activities such as feeding, changing diapers, or bathing
Paternal Interactions more likely to include play, engage in rough and tumble acts
51
Gender
The characteristics of being male or female. Different cultures have different definitions of how it measures masculinity/femininity. Subjective.
52
Gender typing
The process by which children develop their understanding of what it means to be male or female. How children acquire thoughts, behaviors, and feelings culturally appropriate for their gender.
53
Gender role
Set of expectations prescribing how males and females should act, feel, and think. Defined socially.
54
Sex
Biological aspects of being male/female. Genitalia, presence of sex hormones within the body, etc.
55
The Social Cognitive Theory of Gender suggests that gender development results from:
observation and imitation
| use of rewards and punishments for gender-appropriate behaviors
56
Mother’s socialization strategies for girls
more obedience, responsibility, restrictions on autonomy
57
Father’s socialization strategies for boys
more activities, more attention, and intellectual development
58
Gender stereotyping
Broad categories the reflect beliefs about males and females
Ex. Men are powerful, women are weak; Men make good doctors, women make good nurses; Women are emotional, men are not
Present in 2 year olds and increases by age 4.
59
Instrumental Traits
Those associated with males.
| Ex. Independent, aggressive, power-oriented
60
Expressive Traits
Those associated with females.
| Ex. Warm, sensitive
61
Cognitive Development Theory of Gender
* Children’s gender typing occurs after they think of themselves as boys and girls; gender constancy must be achieved first
* Once consistently conceived as male or female, children pre activities, objects and attitudes consistent with this label
62
Gender Schema Theory
Gender typing emerges gradually in gender schemas of what is culturally gender-appropriate and inappropriate
•Gender-typed behavior can occur before children develop gender constancy (6-7 years)
•Gender schema: organizes world in terms of ‘male’ and ‘female’
63
•Gender Development: Childhood
* Children form many ideas about what the sexes are like from about 1 ½ to 3 years of age
* Boys receive earlier and more intense gender socialization (e.g., “boy code”)
* Messages from adults are not always consistent
* Costs of deviating is higher for males
* Children show clear preference for same-sex peers (4 to 12 years of age)
64
What are the Socioemotional Gender Differences in aggression
Males are more physically aggressive in all cultures. Females are more verbally aggressive. Females also engage more in relational aggression, which involves harming someone by manipulating a relationship.
65
What are the Socioemotional Gender Differences in self-regulation
(ability to control emotions and behavior): Males like to hide sadness; females like to hide disappointment. Males show less self-regulation and this can lead to behavior problems.
66
What are the Socioemotional Gender Differences in communication
Women prefer rapport talk. Women are more likely to engage in self-disclosure in close relationships, actively listen in a conversation, provide emotional support in friendship, and emphasize affiliation or collaboration. Men prefer report talk.
67
ANDROGENY
presence of masculine and feminine characteristics in same individual
68
Sex-Role Inventory
Assesses instrumental and expressive traits
69
Gender-Role Transcendence
Proposed that it was most important to understand people as PERSONS, not in terms of femininity, masculinity, or androgeny
70
What is the self?
a conceptual system made up of one's thoughts and attitudes about oneself
Thoughts about one's own physical being, social roles and relationship, “spiritual” or internal characteristics
71
Children's sense of self
emerges in the early years of life and continues to develop into adulthood, becoming more complex as emotional & cognitive development deepens
Others contribute to the child’s self-imaging by providing descriptive information about the child.
Self-Esteem grows in relation to these factors
72
How does one’s sense of self develop in infancy/toddler years?
- Rudementary sense of self in the first months of life, as evidenced by their control of objects outside of themselves.
- At 8 months, their sense of self becomes more distinct when they respond to separation from primary caregivers with separation distress.
- At 18-20 months children can look into a mirror and realize they are looking at themselves.
- At 30 months, nearly all children can recognize themselves in a photograph
- 2 year olds exhibit embarrassment and shame, their self assertive behavior, and their own use of language
73
How does one’s sense of self develop in childhood?
- 3-4 year olds think of themselves in terms of concrete, physical characteristics and are unrealistic positive about their abilities
- In elementary school children begin to refine their conceptions of self. They increasingly engage in social comparison: the process of comparing aspects of one's own psychological, behavioral, or physical functioning to that of others in order to evaluate one's self.
74
How does one’s sense of self develop in middle to late elementary years?
Middle to late elementary, conceptions of self become more integrated with their increasing ability to navigate higher-order concepts. Begin to compare themselves to others in terms of objective performance. Here they undergo 5 key changes:
Emphasize social characteristics
Use social descriptions (jocks, smart kids, etc)
Use social comparisons
Distinguish between the ideal self and the real self
Self evaluation is more realistic
75
How does one's sense of self develop in adolescence?
- Early adolescent, egocentrism returns with the personal fable: feelings of uniqueness and immortality. They feel people are always watching and interested in what they're doing (imaginary audience) In turn, they are preoccupied with what others think of them.
- Middle teens begin to agonize over contradictions between their real and ideal selves. They are aware of their possible selves: who they can become, would like to be, or are scared to become.
- Late adolescence/early adulthood, conception of self is more integrated and less concerned with what others think.
76
How does one's sense of self develop in adulthood?
Sense of self is realistic and reflective. Adults are self-aware of strengths and weaknesses (this improves in young and middle adulthood), have a good understanding of the possible self, and reflect on life to evaluate successes and failures (late adulthood).
77
What is the Rouge test?
A mark or spot is put on the face of a child and they are set in front of a mirror.
At around 18-20 months of age, the child will be able look into the mirror and realize that the image they see is themselves – the Rouge test tells us this because the child will try to remove the spot.
At about 30 months of age, almost all children recognize their own photograph.
78
What is perspective taking?
The ability to assume another’s perspective and understanding his thoughts and feelings
79
How is perspective taking important in development?
Important in whether children develop prosocial or antisocial attitudes and behavior
Affects peer status and the quality of friendships
Executive functions such as cognitive inhibition and flexibility are used in perspective taking
Controlling one's thoughts to consider the perspective of others and seeing situations in different ways.
80
Erikson’s psychosocial theory
Each stage is a bipolar task: A has to be achieved in order to avoid B
The individual must achieve/resolve stage tasks in order to move to the next stage
Inability to resolve a conflict at a particular stage may mean a “struggle” in later stages
81
Identity vs Diffusion (confusion)
5th stage -adolescents are faced with deciding who they are, what they are all about, and where they are going in life. If adolescents are able to explore roles in a healthy manner and if they find a positive path to follow, then they will achieve a positive identity. If a positive identity is not achieved, the adolescent will remain in a state of confusion.
82
Generativity vs Stagnation
7th stage -adults’ desire to leave a legacy of themselves to the next generation. Generativity refers to a concern for helping the younger generation to develop and lead useful lives. Stagnation occurs when an adult has a feeling that they have done nothing to help the next generation.
83
Integrity vs Despair
8th stage -During this stage older adults reflect on the past. If the person’s life review reveals that an individual’s life has been well spent, integrity is achieved. If the person’s life was not well spent, individuals will feel doubt.
84
Identity vs Role Confusion
Adolescent (12-19 yrs) - Withdraw or fully emerge into a social group
Confirmation of individual & social identity
Critical decisions about the social self
Tries integrating many roles (child, sibling, student, athlete, worker) into a self-image under role model and peer pressure
85
crisis of identity versus identity confusion according to Erickson
is the chief developmental task in adolescence
- Identity could develop into a positive or negative one
- When healthy identity is formed- more flexible and adaptive → open to changes
86
Know Marcia’s identity statuses.
1. Identity Diffusion
2. Identity Foreclosure
3. Identity Moratorium
4. Identity Achievement
87
MARCIA-Individuals go through periods of:
CRISIS-EXPLORATION-Exploring alternatives during identity development
COMMITTMENT-”I’m Ready to Do This- I’m Committed”-Individuals show personal Investment in what they are going to do
88
Identity Diffusion
is the status of an individual who have not yet experienced a crisis or made any commitments. Not only are they undecided about occupational and ideological choices, but they are also likely to show little interest in such matters (resulting feelings of depression and isolation)(No Rules Parent)
89
Identity Foreclosure
the status of individuals who have made a commitment, but have not experienced a crisis. Can arise if adolescents prematurely commit themselves to an identity without adequately considering their choices.(You will be a Doctor because everyone in family is one)
90
Identity Moratorium
is the status of individuals who are in the midsts of a crisis but whose commitments are either absent or only vaguely defined.
91
Identity Achievement:
undergone a crisis and made a commitment
92
Individuality
Consists of two characteristics:
1. Self assertion: the ability to have and communicate a point of view
2. Separateness: The use of communication patterns to express how one is different than others.
93
Connectedness
Consists of two characteristics:
1. Mutuality: Sensitivity to and respect for others’ views
2. Permeability: Openness to others’ views
94
How does the family atmosphere contribute to identity development?
A balance of individuality and connectedness is important to an adolescent's identity development. Secure attachments with parents is key. From the text: Even while adolescents seek autonomy, attachment to parents is important.
The family atmosphere has the potential to contribute to both the individuality and connectedness of an individual; if an individual has strong sense of connectedness but a weak sense of individuality they will be in the foreclosure stage; if an individual’s connectedness is weak, they will be in the diffusion stage (see Marcia’s Identity Statuses for clarification on this)
95
What are the Big 5 factors of personality?
O.C.E.A.N.
- Openness
- Conscientiousness
- Extraversion
- Agreeableness
- Neuroticism (Emotional Stability)
96
Openness
- Imaginative or practical
- Interested in variety or routine
- Independent or conforming
97
Conscientiousness
- Organized or disorganized
- Careful or careless
- Disciplined or impulsive
98
Extraversion
- Sociable or retiring
- Fun loving or somber
- Affectionate or reserved
99
Agreeableness
- Soft hearted or ruthless
- Trusting or suspicious
- Helpful or uncooperative
100
Neuroticism (Emotional Stability)
- Calm or anxious
- Secure or insecure
- Self satisfying or self pitying
101
Piaget’s concepts of moral development:
| Heteronomous Morality
Justice and rules are conceived of as unchangeable properties of the world, removed from the control of people (4-7 years)
Believe in immanent justice - If a rule is broken, punishment will be meted out immediately
102
Piaget’s concepts of moral development:
| Autonomous Morality
Become aware that rules and laws are created by people; in judging an action, one should consider actor’s intentions as well as consequences (10 years and older)
103
Piaget’s concepts of moral development
As children develop they become more sophisticated in thinking about social matters (i.e., cooperation)
Social understanding is more likely to come about through peer relations than parent-child relations
104
How did Kohlberg evaluate moral reasoning?
Moral thoughts are constructed as one passes through childhood, adolescence, and adulthood.
Development is fostered by opportunities to take the perspective of others and experience conflict between one’s current stage and reasoning at a higher stage.
1. Preconventional Reasoning
2. Conventional Reasoning
3. Post Conventional Reasoning
105
```
Preconventional Reasoning (Kohlberg)
Stage 1
```
(Lowest level, good or bad based on external rewards/punishment)
Stage 1: Heteronomous morality: tied to punishment (obey because fear punishment) (most children before age 9)
The goal in stage 1 is to avoid punishment.
106
```
Preconventional Reasoning (Kohlberg)
Stage 2
```
(Lowest level, good or bad based on external rewards/punishment)
Stage 2: Individualism, instrumental purpose, and exchange: tied to equal exchange (if I’m nice, others will be); pursuing one’s own interests is the right thing to do
Interest in stage 2 shifts to rewards.
107
```
Conventional Reasoning (Kohlberg)
Stage 3
```
(Intermediate level, aided by certain standards, but standards of others)
Stage 3: Mutual interpersonal expectations, relationships, and interpersonal conformity: trust, caring, loyalty to others is basis of judgment; often adopt parents’ moral standards (most adolescents)
You do what is right according to the majority because you want to be perceived as good.
108
```
Conventional Reasoning (Kohlberg)
Stage 4
```
(Intermediate level, aided by certain standards, but standards of others)
Stage 4: Social systems morality: judgments based on social order, law, justice, & duty (necessary for a community to work effectively)
You do what is right because it is your duty and it helps society.
109
```
PostConventional reasoning (Kohlberg)
Stage 5
```
(Highest level, Individuals recognize alternative moral courses, explore operations, and decide own moral code)
Stage 5: Social contract or utility and individual rights: evaluates validity of actual laws & social systems for protecting fundamental human rights & values
110
```
PostConventional reasoning (Kohlberg)
Stage 6
```
(Highest level, Individuals recognize alternative moral courses, explore operations, and decide own moral code)
Stage 6: Universal ethical principles: develops moral standard based on universal human rights (law vs conscience)
Kohlberg argued that you rarely see post conventional reasoning before college. It would take a very advanced adolescent to reach this stage. He also believed that many adults would not even reach this stage.
111
What are some criticisms of Kohlberg’s theory?
Key Criticisms involve the link between moral thought and moral behavior, the roles of culture and the family in moral development, and the significance of concern for others.
Moral thought and Moral Behavior: Kohlberg was criticized for placing to much emphasis on Moral thought and not enough on Moral Behavior. ie. cheaters and thieves may know what is right yet still do what is wrong.
Cultural and Moral Reasoning: Moral stages appeared later than predicted. Some theorist believed his theory was culturally biased
Families and Moral Development: Kohlberg argued that family processes are essentially unimportant in children's moral development. What about Inductive discipline (consequences of actions). We now know that parents moral value does affect child.
Gender and Care Perspective: most publicized criticism comes from Gilligan. Kohlberg's Justice Perspective theory- focus on rights of individual, one stands alone and individually was challenged by Gilligan's Care Perspectives theory- views people in terms of connectedness with others; girls interpret moral delimmas in terms of human relationships
112
Social Cognitive Theory of Morality
Emphasizes a distinction between a child's moral competence and moral performance.
113
Moral competence
```
the ability to perform moral behaviors as a result of cognitive-sensory processes. Includes:
What individuals are capable of doing
What they know
Their skills
Awareness of rules and regulations
Cognitive ability to construct behaviors
```
114
Moral performance:
performing competencies in specific situations. Determined by motivation based on rewards/incentives to act in a moral way.
According to Bandura, self-control is a more powerful motivator than reason/logic because acting according to one’s own morality offers a feeling of satisfaction and self worth.
115
Psychoanalytic Theory of Moral Behavior
This is Piaget’s theory. Its basic premise is that children move through phases to reach moral understanding. He built his theory by interviewing kids
116
Phase 1 of Psychoanalytic Theory of Moral Behavior
Phase 1: Heteronomous Morality – age 4-7 years; this is where consequences only are considered
117
Phase 2 of Psychoanalytic Theory of Moral Behavior
Phase 2: Autonomous Morality – ages 10 years and older; this is where intention matters; as children develop they become more sophisticated in thinking about social matters;
118
Prosocial Behavior
Caring about the rights and welfare of others, feeling concern and empathy and acting in a way that benefits others
119
Altruism
The purist form of prosocial behavior. The unselfish interest and voluntary effort in helping another person.
120
Sharing & Fairness
In the first 3 years of life most sharing is done for fun and social play or out of imitation (non-empathetic reasons). Around 4 years they share due to more adult encouragement with a gradual sense of empathetic awareness. They feel obligated to share, but are usually more generous to themselves. Elementary school brings on the complicated notions of fairness (equality, merit & benevolence, See question #41). Older adults engage in more altruistic behavior.
121
Forgiveness
An injured person releases the injurer from possible behavioral retaliation.
122
Gratitude
Feelings of appreciation and thankfulness especially in response to kindness, generosity and helpfulness.
123
Equality
everyone is treated the same
124
Benevolence
giving special consideration to individuals in a disadvantaged condition
125
Merit
giving extra rewards for hard work, a talented performance, or other laudatory behavior
126
What does the research/literature say about trying (i.e., legality) juveniles as adults?
Adolescents who are tried as adults are more likely to be rearrested for new offenses (and rearrested more quickly) once they have returned to their community.
When adolescents are tried as adults they end up spending time in jail with adults who have more experience and, therefore, pick up more tips for committing crime.
127
Religion
Organized set of beliefs, practices, rituals, and symbols that increase individual connection to sacred or transcendent other (God, higher power)
128
Religiousness
Degree of affiliation with organized religion, participation in prescribed rituals and practices, connection with its beliefs, and involvement in community of believers
129
Spirituality
Experiencing something beyond oneself in a transcendent manner and living in a way that benefits others and society
130
Brain Death
Neurological definition of death
A person is brain dead when all electrical activity of the brain ceases for a specified period of time
Higher brain regions may die, but lower portions may continue breathing and heart beat
Most physicians consider brain death to be death of BOTH the higher cortical functions and lower brain stem functions.
131
living will
Designed to be completed while individual can still think clearly
Expresses desires regarding extraordinary medical procedures that may or may not be used to sustain life when medical situation becomes hopeless
Advance care planning ensures a person’s wishes regarding treatment plans are carried out even if they are unable to express them due to brain death/coma. Some people would rather die rather than linger in a painful/vegetative state. Living wills take the guess work out of what a person wants if they can’t communicate it themselves.
132
Euthanasia
act of painlessly ending lives of individuals who are suffering from an incurable disease or severe disability
133
Passive euthanasia
When a person is allowed to die by withholding available treatment or by withdrawing life-sustaining devices
134
Active euthanasia
when death is deliberately induced; legal dose of drug injected; only legal in 3 countries – Netherlands, Belgium and Luxembourg and 3 states (OR, WA, MT)
135
death in children
Childhood
Most often, death in childhood occurs from accidents (motor vehicle, fall) or illness (cancer, birth defect, heart disease)
136
death in adolescents
Death in adolescents is most likely to occur due to motor vehicle accidents, suicide (see question #50) or homicide.
137
Death in adults
Although some younger adults die from diseases like cancer and heart disease they are more likely to die in accidents whereas older adults usually die from chronic diseases.
138
Mature, adult-like conception of death
An understanding that death is final and irreversible
Death represents end of life
All living things must die
•Age influences the way death is thought about and experienced
139
suicide statistics
*Suicide rate remain stable during early & middle adulthood & increase in late adulthood
* Older adults are more likely to plan their suicide than adolescents--also more likely to
succeed
* African American males least likely
*Adolescent females most likely
1-3rd leading cause of death among 10-19 yr olds in US
2-Females are more likely to attempt, but Males are more likely to succeed-more violent/lethal
3-Depression most cited risk factor assoc w/ adolescent suicide
4-Males more violent means in attempt-guns
5-Females-pills and hanging
140
What are Kübler-Ross’s five stages of dying (in order)
(1) Denial & Isolation
(2) Anger
(3) Bargaining
(4) Depression
(5) Acceptance
141
Denial & Isolation ( Kübler-Ross)
- Denies that death is going to happen
| - “No, it can’t be me”
142
Anger (Kübler-Ross)
- Resentment, rage, envy
| - “Why me?”
143
Barganing (Kübler-Ross)
- Develops hope that death can be delayed
| - Person will make a promise, usually to God or the service of others in exchange for more time
144
Depression (Kübler-Ross)
- Person perceives the certainty of death
| - May spend a lot of time grieving, crying and may refuse visitors
145
Acceptance (Kübler-Ross)
- Develops a sense of peace, acceptance of their fate and may desire to be alone
- Feelings and physical pain may be virtually absent
146
Gender Constancy
Kohlberg theorized that children do not learn to behave in gender-appropriate ways until they understand that gender is permanent, which occurs at about the age of seven.
