Chapter 12 Flashcards
self control
ability to rise above pressures
Beginnings of self control
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
What are predictors for self control
Self control in preschoolers
they can predict outcomes in early adulthood
Influences on self control
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
How to improve children self control
- 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
What are the different reasonings/views about moral reasoning
Piaget’s Views
Kohlberg’s Theory
Beyond Kohlberg’s Theory
Piaget
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
Heteronomous morality
vs
Immanent justice
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
Autonomous morality
age 8, moral realitivism
- Many people work together to create rules
- Based on free will
Kohlbergs theory
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
levels of reasoning: Pre-conventional
Focus on obedience to authority
similar to piaget
levels of reasoning: Conventional
Focus on social norms
(what is our society think we should do, How do I react if people are watching me)
levels of reasoning: Postconventional
Focus on personal, moral principles
How consistent is moral reasoning (Kohlberg’s Theory )
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
cross cultural evidence on Kohlberg theory
- (NA culture focuses on individual and sense of justice which is not the same everywhere in the world)
moral is more culturally specific
Beyond Kohlberg
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
How does Gilligan interpret justice orientations between sexes
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
Domains of social judgements under morality in Beyond Kohlberg theory
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)
Complexity of moral reasoning
Moral judgement can be linked to emotions and cognition
Promoting moral reasoning
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)
Prosocial behaviour:
Actions that benefit others
sharing, giving something, helping whenever they need help
Altruism
Prosocial behaviour with no direct benefit to the individual
Altruism and children
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
What is Perspective-taking
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
what is Empathy
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)
Types of empathy
Cognitive empathy: thinking about how they might feel
Affective empathy: really feeling for them
Prosocial behaviors and moral reasoning
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
Situational influences on altruism
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)
pro social behaviors and heredity
- 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
What are Ways to encourage prosocial behavior?
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
What is aggression
intent to harm
If im going to cause harm to you in any way then I am committing aggression
types of aggression
Instrumental
Hostile
Reactive
Relational
changes with age
Instrumental aggression
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
Hostile aggression
with the goal of intimidation, harassment, or humiliation
Reactive aggression:
the way we handle a situation based on a behavior. We don’t think about it, we just do it
Relational aggression
aggression we see in girls . Today you will not be my friend, intent to exclude people
Try to hurt others by undermining social relationships
Roots of aggressive behavior
- 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
What is Social-Information-Processing Theory:
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)
What is Cascading risks
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).
What is Socialized aggression
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)
victim of agression
- 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
How to reduce agression in school setting
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.
What is a strategy for bully victims
Being Assertive
