Term
| Understand the research findings regarding the values of adolescents. |
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Definition
Notes: Stability over the years, Hold values that generally agree with their parent's values, place a high value on marriage and family life, career success, money, making a contribution to society, More likely to put values into practice, few differences related to gender or race.
Textbook: Adolescents act out their values; over a third are active in community affairs or do volunteer work at least once or twice a month, close to 90% of adolescents and their parents have similar attitudes concerning the value of education, and nearly 75% agree with parents on big questions such as what to do with one's life, high agreement exists concerning religion, work ethic, racial issues, and certain conventional behaviors such as how to dress, |
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Definition
| valuing independence, self-reliance, individual achievement, and self-achievement. |
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Term
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Definition
| Valuing interdependence, cooperation, group success, and harmonious relationships |
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Term
| Understand how values are related to the different identity statuses and know the characteristics of individuals in each status. |
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Definition
notes: 1.Identity-achieve: have explored issues for themselves; are tolerant of similar explorations and differences in others; develop a sense of who they are 2.Moratorium: tolerant of differences; look to others as models; indecisive; looking for a "right" answer. 3.Foreclosure: tend to be more rule-bound and authoritarian, more likely to be critical of those who are different from them; desire approval of others. 4.Identity diffusion: avoid exploration, behavior tends to depend on situation.
Textbook: Identity Achievement: Perhaps because of the high value that identity-achieved adolescents place on discovering themselves, even at the risk of displeasing others, they are unwilling to hold others to conventional standards of right or wrong. The independence they achieve reflects an internal struggle, one that frees them for change, not an external one in which they must act on all the possibilities they are considering. Identity Foreclosure: these adolescents are highly sensitive to social cues concerning the appropriateness of their behavior. Actions or beliefs that might cause conflict will be rejected. Security, not independence, is their overriding concern. Moratorium: Their quest for what is "really right" is an impossible quest, made all the harder because they hold back from experiences that would define them, always leaving a back door open through which to escape if they make a wrong choice. Identity diffusion: These adolescents are, in large measure, defined by the absence of strong commitments of their own and by their dismissal of the importance of commitment in others. These adolescents are neither rule-bound and authoritarian as are foreclosed adolescents nor truly tolerant as are identity-achieved and moratorium adolescents. Tolerance of differences in both of the latter implies a tension arising out of these differences that is not present in diffused adolescents, because others' ways do not conflict with clear-cut beliefs of their own. |
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Term
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Definition
| The development of standards of right and wrong. |
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Term
| Understand the differences between adolescents and children in terms of morality. |
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Definition
| Textbook: Adolescents evaluate others' actions in terms of internalized standards; children do not. Adolescents take the intentions of others into consideration; children judge actions in terms of their consequences. Adolescents can question values; children adopt a fixed standard of right and wrong. |
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Term
| Understand the social-cognitive theory of moral development. |
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Definition
Notes: Rewards and Punishments, eventually internalize the standards, children don't consider internal intent because they rarely see that modeled in their parents, eventually move from concrete rules to abstract principles, because adolescents are expected to think for themselves they are rewarded for that, Moral behavior - incentives, models (prestigious, nurturant, similar)
Textbook: Internalizing Standards - (Rewards and Punishments) are initially effective in young children only when other people, such as parents and teachers, are around to administer them. As children imitate adult models, they also tell themselves when they have been good or bad, administering their own rewards and punishments. Considering Intentions - Children at first do not take the intentions of others into consideration; they judge actions in terms of their consequences. Read pages 364-366 |
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Term
| Preconventional moral reasoning |
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Definition
| Kohlberg's first level of moral reasoning, characterized by the absence of internalized standards. |
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Term
| conventional moral reasoning |
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Definition
| Kohlberg's second level of moral reasoning, in which moral thinking is guided by internalized social standards. |
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Term
| postconventional moral reasoning |
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Definition
| Kohlberg's third level of moral reasoning, in which moral thinking is guided by self-derived principles. |
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Term
| Understand Piaget's theory of moral reasoning. |
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Definition
| Notes: Stage 1 - Heteronomous Morality OR Morality of Constraint. Stage 2 - Autonomous Morality OR Morality of cooperation. (Thinking in stage 1 is rigid, in stage 2 it's flexible. Point of view in stage 1 is egocentric, in stage 2 it's not. Intention in stage 1 is based on consequences, in stage 2 it's on intent. Rules in stage 1 are absolute, and in stage 2 are alterable.) |
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Term
| Understand Kohlberg's theory of moral reasoning. |
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Definition
Notes: continuation of Piaget's research, involves levels/stages, emphasizes cognitive development, males, longitudinal, moral dilemmas, emphasis is on the reasoning, not the answer, cognitive development is essential, but not sufficient, post interaction, research findings - age, IQ, educational level, SES, cultural differences.
Levels/Stages - Preconventional level: individuals lack internalized standards if right and wrong; want to satisfy their needs w/o getting into trouble; rewards and punishment. - Stage 1: obedience (Can't consider more than one point of view; focus on consequences) Stage 2: Instrumental (Can consider two perspectives; focus on fairness)
- Conventional level: individuals have internalized the standards of their community and are motivated to live according to the standard of their group. - stage 3: Conformist/interpersonal cooperation (Third point of view; approval and expectations) - Stage 4: social accord (maintaining social order; justice)
Postconventional level: self-derived principles; abstract principles and values. - Stage 5: Social contract (values, rights, and principles undergird or transcend the law) - Stage 6: Universal principles (universal ethical principles) |
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Definition
| unexplained and unsystematic variability. |
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Term
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Definition
| a statistical procedure for determining whether group differences are due to random error or can be attributed to the variable being studied. |
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Term
| What are the findings of research conducted by Enright on forgiveness, what are the influences on forgiveness, and what are the benefits? |
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Definition
| Notes: Enright and colleagues, stages, influences - expectations and social support, religious beliefs (most influential when the offender is a family member, those w/o strong religious beliefs are unlikely to forgive), cognitive ability. Benefits - helps people deal w/ resentment. |
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Term
| According to Carol Gilligan, what gender differences exist in regard to moral reasoning? |
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Definition
Notes: Most females think of morality more personally than do males. Ethics of care characterized females; approach to moral decisions. This ethic emphasizes compassion and a sense of responsibility to others. This contrasts to the justice orientation of Kohlberg which emphasizes reliance on rules and reason.
Females - define themselves in relation to others, this creates a sense of responsibility of each to the other.
Males - define themselves as separate from others, highlights. |
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Term
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Definition
| Gilligan's description of a morality based on responsiveness to and care for others. |
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Term
| What are the levels of moral development in Gilligan's ethic of care? |
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Definition
Three levels of moral development in females. Level 1 - Caring for self (survival) - primary concern is care of oneself, females soon see this as selfish and move to next level. Level 2 - Care for others (goodness) - females equate morality w/ care of others. When they encounter problems that result from excluding themselves as legitimate recipients of their own care, they move to next level. Level 3 - Caring for self and others (truth) females equate morality w/ care both of themselves and others.
Males and females take justice issues into consideration when thinking about moral issues. The type of moral dilemma influences their moral reasoning more than gender. Moral reasoning is more closely related to gender-role orientation than to gender itself. Care and justice orientations are part of the thinking of both males and females and are used by both genders. The reasoning an individual uses will depend on how the situation is presented. |
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Term
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Definition
| A statistical procedure for reaching conclusions regarding an area of research by combining the findings from multiple studies. |
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Term
| Understand Freud's theory of moral development. |
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Definition
| Notes: Superego is responsible for moral behavior. Moral behavior is an aspect of personality that embraces cultural standards of right and wrong. Superego develops when the young child identifies w/ same-sex parent. Superego of females is weaker than that of the males because they are not motivated to resolve Oedipal tensions. |
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Term
| Know the research findings regarding adolescents and religion. |
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Definition
| View God in new ways, processes of exploration and commitment, religion and identity, for about 60% of adolescents, religion is moderately important in their lives. |
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Term
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Definition
| An awareness of belonging to a religious group. |
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Term
| What is alienation and what contributes to its development? |
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Definition
| Alienation: indifference where devotion or attachment formerly existed; estrangement. Feelings of estrangement and loss are common. Most runaway youth have been abused or neglected by family members, runaway youth suffer from low self-esteem, depression, poor interpersonal skills, insecurity, anxiousness, impulsiveness, lack of personal control. Societal perceptions. |
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Term
| According to research by Edward Farber, how do societal perceptions influence available services for adolescents who are abused or who are runaways? |
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Definition
| Many more services are available to abused youth than to runaways; society tends to see the former as victims nd the latter as merely unruly. Yet in a study of runaways, Farber and his associates found these adolescents had experienced the same amount of violence as had a similar group of adolescents identified as abused. Rather than being the problem itself, running away is a symptom of other problems. One cannot expect such troubled adolescents to return home without first addressing the problems of family conflict and, for some, domestic violence they would face upon their return. |
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Term
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Definition
| Instances of harm to children or adolescents that are nonaccidental and avoidable; they can be due to either abuse or neglect. |
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Term
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Definition
| A reversal in the parent-child relationship in which the burden of caring for the parent's needs is assumed by the adolescent. |
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