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| your understanding of the differences between right or wrong |
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Term
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| involve cognition emotion and behavior, reasoning of right and wrong. |
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| Kohlberg’s Stages of Moral Reasoning 1a. Kohlberg Dilemma |
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| Moral delema’s: Heinz delema: Heinz has a wife that is dying, there is a pharmacist in the town nearby that discovered a drug that can save his wife but he cant afford the drug, so he debates stealing the drug. |
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Moral Reasoning and Emotion 1b. Preconventional Level convention - |
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| Rules or practices that members of a social group have agreed to. For example laws. Kids don’t have clear understanding of these rules or laws. |
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Stage 1 – Determine what is moral based on rewards and punishments. They don’t care about intentions. Stage 2 – Kids are beginning to understand people have different perspectives, but don’t care what that is. Reasoning based on own needs what serves their interest. |
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| Children do understand rules are social conventions and beginning to use other perspectives in their reasoning. Concerned with people or social order? |
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Stage 3 – Do what they think family and friends would want them to do. Stage 4 – Follow rules to maintain social order. |
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| People move beyond social conventions for their moral reasoning. Will not obey societies rules without questioning them. Understand others have their opinion and they can be equally correct. |
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Stage 5 – Concerned with rights of others. Stage 6 – Reasoning on self chosen ethical principles. |
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| When is the postconventional level reached |
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| Most people never attain this, but can only do it in adulthood |
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| Consistency Across Contexts |
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| Plenty of criticism. Some question all the time reasoning? |
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People tend to show Lower level of moral reasoning 2. Strong emotions 3. Tend to give several strategies for what you should do. types of moral issues – Not all moral issues are the same. |
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| Theory doesn’t‘ consider emotions (guilt, fear, empathy, sympathy) |
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| Partical day to day life moral decision. Look at goals people have. Trying to resolve a dispute? Make a good impression? What are the meotions you’re feeling in this situations? Morality is more complicated. |
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Empathy – You can understand how someone feels sympathy – You are sorry someone feels that way but you don’t feel what they feel. |
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| Where your sad but more for yourself. |
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| Some argue you can see it in infants, cry when they see another infant cry. |
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Aggressive Behavior Aggression - |
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| It is the intent behind an act, if you hurt someone with the intent to hurt them its aggression. |
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| When you show aggression when someone has something you want. |
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| Main goal is to hurt the person. |
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| Aimed at harming someones social relationships |
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| Physical and verbal aggression is usual for boys. When it comes to relational aggression its more often girls. |
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most early aggressive is over posessions
6-month-olds – If someone takes a toy from a 6 month old they usually wont care 12 months - toy grabbing is the aggressive behavior usually displayed but it usually over in about 30 seconds. |
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| 2 to age 5 - Physical aggression increases from 2 to 3 but then decreases by age 5. Verbal aggression increases over time in this period. Communication skills are improving is the cause for this. Instrumental aggression |
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| moving away from aggression over objects and increasing aggression over hostile intentions. |
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| Conduct Problems 2a. Oppositional Defiant |
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| Lead to frequent bouts of whining yelling and temper tantrums. To other forms of destructiveness |
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| Oppositional defiant, conduct disorders |
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| Oppositional defiant, 6 to 10% of children. Show a repetitive of pattern of defiance, disobedience, and hostility |
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| To be diagnosed with ODD:Pattern of behavior |
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Definition
The behavior has to be consistent for longer than 6 months.
1. Breaking rules or refusing requests. 2. Losing temper 3. Arguing 4. Deliberately annoying 5. Belame others for mistakes 6. Showing anger, resentment spike or vindictiveness |
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| 1. Substance Use and Abuse 1a. Prevalence of Use and Abuse |
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| nationwide survey of U.S. high school students – 9th graders, two thirds of 9th graders had tried alcohol, half of them tried tobacco. 1/3 tried marijuana. 11% tried marijuana before 13, 19% tried cigarettes before 13, and 34 had tried alcohol before 13. |
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Use of inhalants, seems more recent, more 9th graders had done it than 12th graders.
Ecstasy – 6% of teens nationwide reporting using it once |
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African Americans – Use of all drugs except marijuana is lower with African americans, not the highest user of any drug Hispanics – Have the highest use of marijuana, cocaine, ecstasy metaphetamines and heroin
Caucasian – Highest users of tobacco |
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| large-scale surveys of drug use in high schoolers show |
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| 10% decline in the use of illegal drugs for 12ths graders but there have been some increases inhalants and prescription drugs like oxycotton |
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| Adolescent Drivers 2a. Graduated Driver Licensing |
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| GDL laws – Created to reduce the frequency of teen driving accidents. Have to drive for 6 months with another licensed driver in the car, followed by another 6 months in low risk areas during the day. Then after can be fully licensed. |
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| Reductions range from 5% to 60% less accidents. However teenagers still have a higher accident rate |
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| Still critical because they still control access to the car. Should still monitor when their teens drive and under what conditions. |
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| Adolescent Sexual Activity |
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| 3a. Contraception – To prevent pregnancy and STD’s many adolence report using contraceptions like condoms and birth control pills more use now than in pass. However inconsistent in use. |
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| 45% of girls under the age of 16 did not use any contraception during first intercourse. Best predictor is age, though not perfect, older teens are more likely to use contraception than younger. |
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| Teens who have a good relationship with family are less likely to be sexually active and more likely to consistently use contraception. |
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| What Is Positive Youth Development |
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| Positive Youth Development Perspective – How the interactions with the child lead to positive outcomes |
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| All things in the child's life that lead to positive outcomes. |
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| Developmental assets in the family & community: |
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1. Having positive and supportive communication 2. Living in a safe and caring environment 3. Having peers or parents that model responsible behavior |
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| Developmental assets within the individual child |
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1. Engaged and motivated to do well in school. 2. Being honest and responsible and able to resist negative peer pressure. 3. Knowing how to resolve conflict without using aggression. 4. Having a high self esteem, a sense of purpose in life and optimistic about future |
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| Competence, confidence, connection, character, caring |
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1. All children have possibility for positive growth and development. 2. Positive development is encouraged when children have social relationships and live in places that nurture development 3. All children benefit from supportive relationship and context.
4. Children are important contributors to own development 5. Community is an essential aspect of supporting positive development 6. Mutual beneficial effect of developmental assets
Example: community service - They are benefiting by helping the community and the community is benefiting from them. |
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Prosocial Reasoning and Behavior Prosocial Reasoning - |
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Behaviors you want your children to do, sharing, communicating etc.
Nancy Eisenberg study - Nancy Eisenberg study – Thought process while deciding to help someone or not. Did a study where a person has to choose between helping and personal sacrifice. Example dilemma - See a girl on her way to a birthday party and is asked to help another child who is hurt. If she stops to help the hurt child she will miss the ice cream cake and games at birthday party. |
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Influences on Prosocial Reasoning type of request |
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| Universally if there is a low cost or no cost they will usually help. |
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| Israeli kibbutz – Really emphasizes communal values and community. Children that live here have higher levels of social reasoning |
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Researchers find that parents that are warm in emotional tone 2. Communicate tones of expected behavior and 3. parents who provide explanations |
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