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PSY 2105 > Chapter 12 > Flashcards

Chapter 12 Flashcards

1
Q

self control

A

ability to rise above pressures

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2
Q

Beginnings of self control

A

At first, we have little self control – even in terms of muscle, less control over emotion

Age 1 : we start to have that awareness that other people have demands , and imposes on them like dont touch this

Age 2: we start to internalize some of the control .. They know what they want, egocentric thinking (what they see, they want) hard to see other people’s perspective

Age 3: , starting to have a bit more self control.. It builds overtime and improves

self control develops gradually during elementary school BUT Some kids still have trouble with self control even in elementary, need extra support and help to develop more self control

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3
Q

What are predictors for self control

A

Self control in preschoolers

they can predict outcomes in early adulthood

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4
Q

Influences on self control

A

Parent discipline is important

NEED combination of high warmth and high level of control. Firm but Fair parenting.

Inductive reasoning : explaining situation to child and encourage thems to think through on their own

Temperament and cultural influence can change development of self control —> expectations and being born with a certain temperament

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5
Q

How to improve children self control

A
  • Remind children of the need to resist temptation (Teaching kids Delayed gratification : reward system. Can be helpful)
  • Making tempting events less attractive : highlight the things that can be challenging
  • Kids with good ways of handling tempting situations are better at resisting
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6
Q

What are the different reasonings/views about moral reasoning

A

Piaget’s Views
Kohlberg’s Theory
Beyond Kohlberg’s Theory

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7
Q

Piaget

A

focuses on cognitive stages. he thinks that and social interaction can predict moral reasoning stage

  • At 4 , in preoccupational stage ; so STILL AT THE SYMBOL STAGE (they are considered premoral )
  • 5 to 7 - moral realism where rules must be followed and cannot be changed (Heteronomous morality and Immanent Justice)
  • 8 years - moral relativism (moral based on free will aka autonomous morality) rules are created by people to help them get along
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8
Q

Heteronomous morality
vs
Immanent justice

A

happens at 5 to 7 years (moral realism)

Heteronomous morality: Absolute rules handed down by another
eg If a friend dis mean to you, they are not your friend. No room for negotiation

Immanent justice :Belief that breaking a rule always leads to punishment
eg. my brother hit me so he needs to be punished. If you break a rule, you will be punished

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9
Q

Autonomous morality

A

age 8, moral realitivism

  • Many people work together to create rules
  • Based on free will
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10
Q

Kohlbergs theory

A

says that It’s beyond cognition that predicts moral reasoning

Uses dilemmas to study moral reasoning

Its something that focuses on preconventional, conventional and postconventional (3 stages each with 2 stages)

people progress in sequence but most people remain in conventional

Moral reasoning is linked to moral behaviour: what I say should happen, I will most likely act that way

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11
Q

levels of reasoning: Pre-conventional

A

Focus on obedience to authority
similar to piaget

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12
Q

levels of reasoning: Conventional

A

Focus on social norms
(what is our society think we should do, How do I react if people are watching me)

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13
Q

levels of reasoning: Postconventional

A

Focus on personal, moral principles

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14
Q

How consistent is moral reasoning (Kohlberg’s Theory )

A

is not as consistent as theory would predict

that something we might act in a conventional manner but other times we will think in a more sophisticated manner

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15
Q

cross cultural evidence on Kohlberg theory

A
  • (NA culture focuses on individual and sense of justice which is not the same everywhere in the world)

moral is more culturally specific

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16
Q

Beyond Kohlberg

A

By Gilligan who questioned Kohlberg’s dilemma theory

instead, Gilligan says men and woman think differently

At the end, they find that justice and care of concern are about the same in men and women

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17
Q

How does Gilligan interpret justice orientations between sexes

A

men reason with morality and women will be more concerned with the care of the others

meaning:
Moral – how to make decisions with things that come into our life

Care of concern – decisions on how others might feel rather than whats right of wrong

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18
Q

Domains of social judgements under morality in Beyond Kohlberg theory

A

Social conventions : what should I do socially, what is acceptable, what is considered as the norm

Personal domain : our own body, our friends, activity (anything personal)

Both in combination leads to how we make decision in terms of moral reasoning

culture difference again : they put emphasis in individual and then other cultures , it is more community based (in NA, there is more emphasis on personal domain but in other cultures that are community based, you will see emphasis on Social convention)

19
Q

Complexity of moral reasoning

A

Moral judgement can be linked to emotions and cognition

20
Q

Promoting moral reasoning

A

The more we talk about moral reasoning, the more sophisticated or better the kid’s reasoning becomes. By hearing the side of the story with the details .. (reasoning becomes more sophisticated)

  • Discussion about human rights, responsibilities, and respect all valuable components of school curriculum

When they do something bad: taking a step back and talking in a bigger picture, mutual respect, responsibility,

Need to understand why it is wrong (the bigger and broader picture)

21
Q

Prosocial behaviour:

A

Actions that benefit others

sharing, giving something, helping whenever they need help

22
Q

Altruism

A

Prosocial behaviour with no direct benefit to the individual

23
Q

Altruism and children

A

can be seen from ages of 18 months (proves that even before reading or writing.. They already know right from wrong)

preschool years – true altruism is limited cus they are all egocentric

Both prosocial intentions and strategies for helping increase with age

24
Q

What is Perspective-taking

A

Children help when they can imagine another’s situation

  • the more we understand people’s perspective, the more liked you are. Otherwise , they will have harder times making friends
25
Q

what is Empathy

A

Children help when they can feel as another person is feeling

increases overtime. Some kids however are naturally empathetic.. Super feelers (can understand emotions well)

26
Q

Types of empathy

A

Cognitive empathy: thinking about how they might feel

Affective empathy: really feeling for them

27
Q

Prosocial behaviors and moral reasoning

A

Children become more prosocial as they mature and begin to make moral decisions based on principles rather than on the basis of reward and punishment

-- the more I understand about society, friends, the more I will make sophisticated decisions about moral reasoning
28
Q

Situational influences on altruism

A

Children/adult help when:

  • they feel responsible for the person in need (brother needs me)
  • they feel competent to help
  • they are in a good mood
  • the cost of helping is modest (you’re willing to help out when it does not have a big impact on your life, and the costing help will be for those who are closer to you)
29
Q

pro social behaviors and heredity

A
  • Genetics and pro social behavior are correlated (Twin studies suggest that identical twins are more alike than fraternal)
  • hormone oxytocin influences social behaviours
  • genes can also affect prosocial behaviors indirectly (eg Emotion regulation ) – having better control with impulses and regulation, i will tend to be more present and help somebody else
30
Q

What are Ways to encourage prosocial behavior?

A

Authoritative parenting (high warmth and high control) tend to have kids with pro social behaviors

  • encouraged by parents who are warm and supportive, set guidelines, and provide feedback that helps children to understand how their actions affect others

giving them opportunities to help cooperate with others will sensitize them :

  • need to routinely be given the opportunity to help and cooperate with others, which sensitizes them to needs of others and gives them the satisfaction of helping
31
Q

What is aggression

A

intent to harm
If im going to cause harm to you in any way then I am committing aggression

32
Q

types of aggression

A

Instrumental

Hostile

Reactive

Relational

changes with age

33
Q

Instrumental aggression

A

Used to achieve specific goal (e.g., getting a toy)

using you to get what you have eg. Playing with you to get your toy then I will not be friend with you once I get it

34
Q

Hostile aggression

A

with the goal of intimidation, harassment, or humiliation

35
Q

Reactive aggression:

A

the way we handle a situation based on a behavior. We don’t think about it, we just do it

36
Q

Relational aggression

A

aggression we see in girls . Today you will not be my friend, intent to exclude people

Try to hurt others by undermining social relationships

37
Q

Roots of aggressive behavior

A
  • Biological factors: temperament, hormone, Neurotransmitter deficit
  • Parenting factors : controlling or coercive parens, harsh physical punishments/threats, unresponsive/emotionally uninvested parents, lack of monitoring, neglect, presence of conflicts at home
  • Cultural views and experience influence aggression : Such as higher levels of aggression in Indigenous families due to the lasting legacy of colonialism
  • Media, community: what they see on a regular can influence
  • Social-Information-Processing Theory:
  • Cascading risks:
  • Socialized aggression
38
Q

What is Social-Information-Processing Theory:

A

Aggressive children systematically misperceive people’s actions

we might think that the person is mad at us or upset. We might not know that they are upset or mad but we choose to jump to conclusion… it might bring aggressive in us. (we are quick to make assumption with the way people are looking at us and the way they interpret out looks)

39
Q

What is Cascading risks

A

Later risk factors build on prior risk

eg. as we get older, we may continue to have aggressive behavior. (may cus it worked for us).

40
Q

What is Socialized aggression

A

Aggression that is expected within a situation (e.g., a hockey fight)

we see aggression and in some context, it is socially acceptable even though it is really not. Eg. Is hockey fights and the crowd cheers them on (socialization piece)

41
Q

victim of agression

A
  • Chronic victims are often lonely, anxious, depressed, dislike school, and have low self-esteem
  • Cyberbullying is a modern form of bullying and rumour-mongering (there is no limit to online behavior)
  • more likely to be victims of aggression when they are aggressive themselves or are withdrawn, submissive, and have low self-esteem

Victim can develop low self esteem, depression, school avoidance — hard on them

42
Q

How to reduce agression in school setting

A

Looking to make changes to bullying. We will not only target the victim or the bully but we want to target the whole system. — It is not enough to just work with victim or the bully.

We meet with teachers and principals to find ways to address it – making workshops for all kids

This will set the tone to what is considered acceptable and unacceptable.

43
Q

What is a strategy for bully victims

A

Being Assertive

PSY 2105 (15 decks)

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