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GPSYC 160 > Chapter 11: Moral Development and Chpt 15: Death > Flashcards

Chapter 11: Moral Development and Chpt 15: Death Flashcards

1
Q

moral development

A

changes of peoples sense of justice and what is right and wrong, and in their behavior related to moral issues

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2
Q

Kohlbergs theory of moral development

A

…

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3
Q

internalization

A

developmental change from behavior that is externally controlled to behavior that is controlled by internal standards and principles

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4
Q

Kohlsbergs theory

A

-developed theory 20 years after interviewing children from their answers to 11 dilemmas, Kohlberg hypothesized THREE levels of moral thinking

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5
Q 
LEVEL ONE (preconventional reasoning)
(stage one and two)
A

(9 years or younger) no internalization of moral values

-moral reasoning controlled by external rewards and punishment

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6
Q

stage one (Heteronomous Morality)

A

obedience and punishment orientations (how can i avoid punishment?)

  • moral thinking tied to punishment
  • obey due to fear of punishment
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7
Q

Heinz example

A

SHOULD NOT steal because consequence of prison which means bad person
SHOULD steal because worth 400 and not how much druggist wanted. offered to pay and not stealing anything more

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8
Q

stage two (individualism, instrumental purpose, and exchange)

A

what is right involves equal exchange (if im nice, others will be nice”

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9
Q

heinz example

A

SHOULD steal because happier if saves wife even if in prison
SHOULD NOT because prison is awful

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10
Q 
LEVEL TWO (conventional reasoning)
(stage 3 and 4)
A

internalization is intermediate (adolescence)

-individuals abide by certain standards, but they are standards of others

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11
Q

stage three (mutual interpersonal expectations, relationships, and interpersonal conformity)

A
  • interpersonal accord and conformity (good boy/girl attitude)
  • value trust, caring and loyalty to others as basis for moral judgement
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12
Q

heinz example

A

SHOULD b/c wife expects it and wants to be good husband

SHOULD NOT b/c stealing bad and he is not criminal, tried everything without breaking law

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13
Q

stage 4 (Social Systems morality) law and order

A
  • authority and social-order maintaining orientation

- moral judgement based on understanding of social order, law, justice, duty

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14
Q

heinz example

A

SHOULD NOT b/c against law

SHOULD but take punishment and pay druggist. cannot run around w/o regard for law, actions have consequences

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15
Q 
LEVEL THREE (post-conventional reasoning)
(stage 5 and 6)
A
  • early adulthood-20 years

- morality completely internalized

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16
Q

Stage 5 (social contract or utility and individual rights)

A
  • individuals reason that values, rights, and principles transcend the law. They question laws
  • evaluate laws in terms of degree to which they protect human rights
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17
Q

heinz example

A

(human rights) SHOULD b/c everyone has right to live

SHOULD NOT b/c scientists has right to fair compensation, even if wife sick actions not right

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18
Q

Stage 6 (universal ethical principles)

A
  • so rare it is removed from theory
  • individuals developed moral judgements that are based on universal human rights
  • if conflict between law and conscience, human will follow conscience even though it may involve personal risk (Ghandi, MLK, mother teresa)
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19
Q

heinz example

A

SHOULD b/c saving life is more value than rights of another person
SHOULD NOT b/c others may need medicines bad, and their lives equally significant

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20
Q

Proposed 7th Stage (transcendental morality or morality of cosmic orientation)

A
  • individuals moves beyond considerations of justice and see themselves as a part of the universe (not just part of humanity)
  • links religion and spirituality with moral reasoning
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21
Q

Kolhbery and theoretical stages

A

kohlberg had trouble providing empirical evidence for even a sixth stage, he emphasized that most of his conjecture towards a seventh stage was theoretical

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22
Q

what influences stages?

A
  • peer interaction is critical
  • perspective- taking opportunities
  • discussion provides move advanced moral reasoning
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23
Q

criticisms of Kohlbergs theory

A
  • too much emphasis on moral thought and not enough emphasis on moral behavior (do what they say?)
  • more attention should be paid to the way moral development is assessed
  • culturally biased
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24
Q

Families and moral development

A

kohlberg believed family processes were unimportant in children’s moral development (families nicer than peers)
-peer relations more important- opportunity for give and take or perspective taking

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25
Q

parental discipline and moral development

A

…

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26
Q

Love withdrawal

A

-discipline technique in which a parent withholds attention or love from the child
-causes high arousal; evokes ANXIETY in child
ex/ “I dont like YOU when you do that”

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27
Q

power assertion

A

discipline technique in which a parent attempts to gain control over the child or the childs resources
-causes high arousal; evokes considerable HOSTILITY in child
ex/ spanking, threatening, yelling

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28
Q

induction

A

discipline in which a parent uses REASONING and explains consequences of their actions
-causes moderate arousal; focuses on childs attention on the actions/consequences rather than personal shortcomings
ex/ “Dont hit your brother, he was only trying to help”

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29
Q

Parental Recommendations Research

A
  • research shows that parental discipline DOES contribute to a childs moral development (contrary to Kohlbergs belief)
  • research shows that physical punishment does NOT contribute to a child’s moral development
30
Q

Parental Recommendations

A
  • warm and supportive (not punitive)
  • use inductive discipline
  • provide opportunities for children to learn about others’ perspectives and feelings (how do you think that made you feel?)
  • involve children in family decision making, especially moral
  • model moral behaviors and thinking themselves
31
Q

JMU mission statement

A

we are a community committed to preparing students to be educated and enlightened citizens who lead productive and meaningful lives

32
Q

Altruism

A
  • unselfish interest in helping another
  • found throughout world
  • taught and practiced by every religion
33
Q

altruism and heath

A
  • helping others reduces stress hormones
  • improves cardiovascular health
  • strengthens the immune system
34
Q

Role of Spirituality in Childhood

A

-tested 315 children 9-12, measuring spirituality and other factors such as temperament and social relations that can affect an individuals sense of happiness

35
Q

research found….

A

spirituality is a major contributor to a childs overall happiness (even more so than for adults-which was a known contributor)

36
Q

University for British Columbia

A

“we knew going in that there was such a relation in adults, so we took multiple measures of spirituality and happiness in children”

37
Q

Role of Sprituality in adolescents

A
  • important in most adolescents (3/4 say they pray)
  • less drug use, better grades, more socially acceptable behavior, stronger support system, positive role models, caring/concern for others
38
Q

National study of college freshman and sprituality

A

80% interested
76% searching for meaning or purpose
74% have discussions about the meaning of life with friends
80% discuss religion or spirituality with friends
YET only 47% seek out opportunities to grow spiritually

39
Q

Spirituality in adulthood

A
  • 40% Americans say they are spiritual
  • more important to women
  • americans becoming less committed to particular religious faiths
40
Q

reviews of happiness literature

A

happy people tend to have meaningful religious faith and describe themselves as “spiritual”

41
Q

spirituality in older adults

A
  • increased spirituality between late middle adulthood and late older adulthood
  • related to well being and life satisfactions (self-esteem, health, longevity)
42
Q

psycholocical benefits of spirituality in older adults

A

face impending death, accept losses of age, find meaningfulness, social community, generativity

43
Q

Viktor Frankl “Mans Search for Meaning”

A

focuses on individuals uniqueness, finiteness of life

-help ppl in need are peaceful

44
Q

Existential Vacuum

A
  • inability to find meaning
  • entails feelings of boredom and apathy
  • leads to loss of joy in live and motivation to continue survival
45
Q

Brain death

A
  • neurological definition of death when all electrical activity of the brain has ceased for a specified period of time
  • flat EEG recording
  • some medical experts argue criteria for death should include only higher cortical functioning
46
Q

cortical brain death

A
  • higher brain functioning not present

- lower brain function is still present

47
Q

cortical brain death assumes that human life depends upon the ability too….?

A
  • think
  • behave
  • feel
48
Q

most dying individuals want to make decisions regarding their life and death

A
  • complete unfinished business
  • resolve problems and conflicts
  • put their affairs in order
49
Q

Advance Directive (Living Will)

A

-expresses persons desires regarding extraordinary medical procedures that might be used to sustain life when medical situation become hopeless

50
Q

Terry Schaivo Case

A

still had lower brain functions, no “living will”

51
Q

Passive euthanasia

A

withholding of available treatments, allowing the person to die

52
Q

active euthanasia

A

death induced deliberately, as by injecting a lethal dose of drug (Jack Kevorkian)

53
Q

physician-assisted suicide is legal in what three states?

A

montana
oregon
washington

54
Q

Hospice

A

humanized program committed to making the end of life as free from pain, anxiety, and depression as possible

55
Q

Hospice gives palliative care

A
  • reducing pain and suffering and helping individuals live as fully and comfortable as possible and with dignitive
  • not curative care “cocktails”
  • adding more life to days rather than more days to life
56
Q

how hospice is different

A
  • hospice treats the person, not the disease
  • interdisciplinary hospice team works with patient and family addressing these needs
  • medical
  • emotional
  • psychological
  • spiritual
57
Q

Attitudes toward death

A

…

58
Q

childhood

A

infants have no concept of death; early childhood- “sleep”, perceptions of death develop in middle and late childhood; (pet furnerals important) (books)

59
Q

adolescence

A

develop more abstract conceptions of death; not unusual to think they are immune to death (personal fable)

60
Q

adulthood

A

middle-aged adults fear death more than young adults or older adults; older adults think about death more

61
Q

Kublers-Ross stages of dying

A

DABDA eyes

62
Q

denial and isolation

A

denies she/he is going to die

63
Q

anger

A

denial gives way to anger, resentment, rage, and envy

64
Q

bargaining

A

develops hope that death can somehow be postponed

65
Q

depression

A

comes to accept the certainty of her or his death

66
Q

acceptance

A

develops sense of peace and may desire to be left alone

67
Q

Perceived control and denial

A

when individuals believe they can influence and control events, they may become more alert and cheerful
(seligman- learned helplessness research)
-denial can be adaptive or maladaptive

68
Q

Interesting Info

A

-unaccounted for weight loss at death= 21 grams
-this is after loss of all bodily fluids is accounted for
what is thiss??????

69
Q

textbook

A

…

70
Q

functional death

A

-absence of heartbeat and breathing

GPSYC 160 (10 decks)

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