Prosocial and Moral Development in Childhood and Adolescence Flashcards
(16 cards)
Social Development
Characterised by:
* Continuity: Some behaviours show consistently thoughout development (especially aggression)
* Transformation: Development involves qualitative change in social behaviour, reliant on cognitive and emotional development
Prosocial Development
What is Prosocial Behaviour?
Distinct from altruistic behaviour: No intentional benefit to the helper and a possible cost
Prosocial behaviour can:
* Have selfish or non-selfish motivations
* Be motivated by empathy and or sympathy
* Be motivated by social or cultural norms
Prosocial Development
Prosocial vs Antisocial Behaviour
Is ‘bad’ antisocial behaviour at the opposite end of the continuum from ‘good’ prosocial behaviour?
* Personality traits associated with one are also associated in the opposite way with the other
* Higher aggressive tendencies: Positively associated with antisocial behaviour and negatively correlated with prosocial behaviour
Prosocial Development
Development of Prosocial Behaviour
- Early emergence with no gender differences
- Parental reports of sharing, helping, comforting in preschoolers
- Intention to benefit another is not always clear
- May be a reaction to others
- Praise-seeking
Prosocial Development
Grusec et al. (1978)
Are children motivated by material or verbal rewards?
8-10 year olds observed an adult donate marbles to ‘buy gifts’ or were told by the adult to donate marbles
* Children who observed donations more than those who were told, but not 3 weeks later
* Did not learn to do so: Copying rather than learning to be pro-social (Artificial)
Prosocial Development
Methods to Identify Prosocial Behaviour
Observational studies
* Suggest that parents reward prosocial behaviour and react to a lack of prosocial behaviour where expected
Self-Report
* Reveals motivations for prosocial behaviour
* Adolescents less likely to act prosocially for approval
* More liekly to act according to principles and concern for others
Prosocial Development
Factors Influencing Development
- Temperament/personality traits (E.g. empathy, etc.)
- Socialisation
- Parental intervention (Not punishment)
- Siblings
- Schools/peers
- Cultural values/norms
Moral Development
How do we Study Morality?
Research has centred on 3 moral components:
* Affective Component: The feelings that surround right or wrong actions and that motivate moral thoughts or actions
* Cognitive Component: The way we conceptualise right and wrong and make decisions about how to behave
* Behavioural Component: How we actually behave when we experience the temptation to lie, cheat, or violate other moral views
Cognitive Developmental Approaches
Moral development is linked to cognitive development (Think, reason, etc.)
* Global stage theories: Children universally pass through different developmental stages
* Children learn to act morally through conventions then according to moral principles
* Evidenced by children’s and adolescent’s responses to moral dilemmas
Cognitive Developmental Approaches
Piaget’s Theory of Moral Development
The Moral Judgement of the Child (1932)
* Children’s developing moral understanding judged from their use and understanding of rules in games
* Development from being fixed by higher authority to mutually agreed by peers
* Linked to decline in egocentrism, increase in operational thought, and peer conflict
Who is naughtier?: John who broke 15 cups accidentally or Henry who broke 1 on purpose?
* <9-10 years: Children judge based on amount of damage (moral realism)
* >9-10 years: Children judge based on motive or intent (moral subjectivism)
Cognitive Developmental Approaches
Kohlberg’s Theory of Moral Development
Revised and extended Piaget’s theory: Interviews with 50 American men every 3 years
Responses categorised into 3 levels of moral reasoning; 6 substages
* Stages are universal and follow a fixed order, dependent on cognitive development and social role-taking
Kohlberg’s Theory of Moral Development
Level 1: Pre-Conventional Morality
Individual reasons in relation to himself, not conventional or societal rules and expectations
* Stage 1: Heteronomous Morality
* Right and wrong are determined by adults (punishment orientation)
* Stage 2: Instrumental Morality
* Individual conforms to rules in order to gain rewards or satisfy personal goals
Level 1 Response: “It’s not good to steal from a store. It is against the law. Someone could see you and call the police.”
Kohlberg’s Theory of Moral Development
Level 2: Conventional Morality
Moral behaviour confirms to and upholds societal rules, expectations, and conventions
* Stage 3: Interpersonal Normative Morality
* “Good boy” or “Good girl” Orientation: Moral behaviour which is perceived to please, aid, and assist others
* Stage 4: Social System Morality
* Rules are obeyed to maintain social order, laws should be upheld
Level 2 Response: “It’s a matter of law… it’s something that’s needed in our society. If we didn’t have these laws, people would steal, they wouldn’t have to work for a living, and our whole society would get out of kilter ”
Kohlberg’s Theory of Moral Development
Level 3: Post-Conventional Morality
Understanding of societal rules but moral judgements based on universal moral principles; judgement by principle not convention
* Stage 5: Social Contract Orientation
* Individual sees the law as a tool for expressing the will of the majority of human welfare
* Society and rules as a consensus and not a fixed thing
* Stage 6: Universal Ethical Principles
* Individual defines right and wrong on the basis of their self-chosen ethical principles
* Morality over societal conventions
Level 3 Response: “It’s violating another person’s right, in this case to property.. the law in most cases is based on what is morally right so it’s a consideration. Morality is recognising the rights of other individuals ”
Critiques of Cognitive Developmental Approaches
Dilemmas are un-naturalistic/not relevant to certain ages
* Responses vary when asked to respond to something more relevant
Behaviour cannot be predicted by moral stage
* Hypothetical dilemmas are not related to actions
* Does not correspond to real actions/respond differently
Results from male samples predominantly
* Gillian (1982)
* Kohlberg’s theory reflects male morality
* Moral reasoning also incorporated responsibility
* Morality of justice → Principles before people
* Morality of care → People before principles
* Interviewed female participants considering abortion
* Limited empirical support
* On responding differently between genders
Domain Approach to Moral Development
Turiel (2002)
Moral concepts are universal but social conventions differ
* Distinguishes domains of morality and social conventions
* Moral rules are fixed and binding whilst social conventions are negotiable
Children understand and can reason about morality and social conventions in different ways as young as 4 years
* Hitting is never okay but eating with hands can be
Personal experience underpins early moral development
* Reasoning becomes more abstract as you gain more experiences: Can apply to more moral experiences
