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LMSW Exam > Human Behavior > Flashcards

Human Behavior Flashcards

1
Q

Theories: Sigmund Freud – Psychoanalytic Theory

A

primarily a dynamic, motivational theory

less emphasis on cognitive and intellectual forces

mostly focused on drives

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1
Q

Psychoanalytic Theory: Topographical Theory

A

unconscious

preconscious

consciousness

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2
Q

Topographical Theory: Unsconscious

A

Content: repressed fantasies and experiences of childhood and adolescence

Primary Process Functioning: tendency to immediate discharge of mental energies

Inaccessibility to consciousness

Wish Fulfillment: wishes are motivating force behind dreams

Infantile: guided by pleasure principle

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3
Q

Topographical Theory: Preconscious

A

Accessibility to consciousness

Includes a censor which blocks the unconscious

Operates according to reality principle

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4
Q

Topographical Theory: Consciousness

A

Sensations due to stimuli from the outer world

Sensations due to inner events

Reality principle functioning

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5
Q

Psychoanalytic Theory: Structural Theory

A

Id

Ego

Personality Development

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6
Q

Structural Theory: Id

A

source of all motives, energies, and instincts

cathexes of the id are mobile and press for immediate and rapid discharge

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7
Q

Structural Theory: Ego

A

rational, reality-oriented system

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8
Q

Structural Theory: Personality Development

A

infant is a pure id, governed by the pleasure principle, and seeks total and immediate gratification

id striving collides with reality leading to ego development

the ego develops practical strategies for coping, including the capacity for delay and for delay gratification

the ego is then governed by the reality principle

reality-oriented thinking is called secondary process thought

in early childhood, the oedipal complex occurs, with subsequent development of the super ego

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9
Q

Psychoanalytic Theory: Psychosexual Stages of Development

A

Oral Stage

Anal Stage

Phallic Stage

Latency Stage

Genital Stage

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10
Q

Psychosexual Stage of Development: Oral Stage

A

birth to 1.5 years

mouth and upper digestive tract are main channels of gratification (gratifying objects include nipple and mother)

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11
Q

Psychosexual Stage of Development: Anal Stage

A

1.5 to 3 years

child gains control over anal sphincter and bowel movement

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12
Q

Psychosexual Stage of Development: Phallic Stage

A

3 to 5 years

main sources of gratification shift from the anal to the genital zone

gratification is sought without concern for others

major experience is the oedipal complex which is resolved at the end of the phallic stage with the development of the superego

oedipal complex begins about age four (the boy’s phallic striving is directed toward the mother; the boy is in competition with the father who he loves and hates)

the boy identifies with the father and internalizes the father’s values and attitudes; this leads to the development of the superego and the ability to experience guilt

oedipal complex in girls leads to repression of desire for the father, identification with the mother, and internalization of the mother’s values

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13
Q

Psychosexual Stage Development: Latency Stage

A

6 to 10 years

characterized by the sublimation of the oedipal stage with the expression of sexual and aggressive drives in socially acceptable forms

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14
Q

Psychosexual Stage Development: Genital Stage

A

10 through adulthood

acceptance of one’s genitalia and concern for the well being of others

cathexis: not a psychosexual stage but a related concept

when needs associated with a stage are well satisfied, the child withdraws cathexis, and energy is reinvested in a new zone and new objects

if gratification is excessive or inadequate, the child may remain fixated

if the child encounters excessive frustration, the child may regress to an earlier development stage

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15
Q

Psychoanalytic Theory: Adult Personality Types

A

Oral Personality

Anal Personality

Phallic Personality

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16
Q

Adult Personality Types: Oral Personality

A

infantile, demanding, dependent behavior, and preoccupation with oral gratification

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17
Q

Adult Personality Types: Anal Personality

A

stinginess, and excessive focus on accumulating and collecting

rigidity regarding forms and routines, suspiciousness, legalistic thinking

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18
Q

Adult Personality Types: Phallic Personality

A

selfishly exploits others sexually, without regard to their needs or concerns

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19
Q

Theories: Anna Freud – The Defense Mechanism

A

unconscious processes

ego attempts to expel from consciousness those sexual and aggressive impulses that are anxiety evoking

attempts to protect oneself from painful anxiety and are universally used (defenses are an indication of disturbance when their cost outweighs their protective value

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20
Q

The Defense Mechanism: Defense Mechanisms

A

Compensation

Conversion

Denial

Displacement

Identification

Introjection

Inversion

Isolation of Affect

Intellectualization

Projection

Rationalization

Reaction Formation

Regression

Repression

Reversal

Splitting

Sublimation

Substitution

Undoing

Identification with the Aggressor

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21
Q

Defense Mechanisms: Compensation

A

defenses against feelings of inferiority and inadequacy growing out of real or imagined personal defects or weaknesses

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22
Q

Defense Mechanisms: Conversion

A

somatic changes expressed in symbolic body language

psychic pain is given a location in some part of the body

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23
Q

Defense Mechanisms: Denial

A

avoidance of awareness of some painful aspect of reality

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24
Q

Defense Mechanisms: Association

A

Anna Freud’s altruism

obtaining gratification through association with, and helping, another person who is gratifying through association with, and helping, another person who is gratifying the same instincts

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25
Q

Defense Mechanisms: Identification

A

process by which an individual becomes like another person in one or several respects

a more elaborate process than introjection

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26
Q

Defense Mechanisms: Introjection

A

taking in an idea or image so that it becomes part of oneself

assimilation of object representation into the self representation whenever the boundaries between self and object are blurred

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27
Q

Defense Mechanisms: Inversion

A

turning against the self

object of aggressive drive or impulse is changed from another person to the self

operative especially in depression and masochism

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28
Q

Defense Mechanisms: Isolation of Affect

A

a splitting of ideas from the feelings originally associated with them

the idea that remains in consciousness is therefore deprived of its motivational force so that action is thwarted and guilt avoided

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29
Q

Defense Mechanisms: Intellectualization

A

the psychological binding of instinctual drives in intellectual activities

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30
Q

Defense Mechanisms: Projection

A

attributing a painful impulse or idea to the external world

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31
Q

Defense Mechanisms: Rationalization

A

an attempt to give a logical explanation for painful unconscious material to avoid such feelings as guilt and shame

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32
Q

Defense Mechanisms: Reaction Formation

A

replacement in conscious awareness of a painful idea or feeling by its opposite

the unconscious material remains along with the conscious presence of its opposite

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33
Q

Defense Mechanisms: Regression

A

a retreat to an earlier phase of psychosexual development

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34
Q

Defense Mechanisms: Repression

A

the act of obliterating material from conscious awareness

a unique defense, capable of mastering powerful impulses

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35
Q

Defense Mechanisms: Reversal

A

form of reaction formation aimed at protection gtom painful affect

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36
Q

Defense Mechanisms: Splitting

A

external objects are either “all good” or “all bad”

suddens shifts of feelings and conceptualizations about an object

feelings may rapidly change from one category to the other

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37
Q

Defense Mechanisms: Sublimation

A

deflecting the energies of instinctual drives to generally positive aims that are more acceptable to the ego and superego

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38
Q

Defense Mechanisms: Substitution

A

substitution of one affect for another

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39
Q

Defense Mechanisms: Undoing

A

ritualistic performance of an act one has recently committed to cancel out or balance the evil that may have lurked in the act

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40
Q

Defense Mechanisms: Identification with the Aggressor

A

child introjects some characteristic of an anxiety-evoking object and assimilates an anxiety experience which s/he has just undergone

the child is thus able to transform him/herself from the person threatened to the person making the threat

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41
Q

Theories: Heinz Hartman – Ego Psychology and the Problem of Adaptation

A

made several contributions to psychoanalytic theory

Adaptation

Conflict Free Ego Sphere

Average Expectable Environment

The Adaptive Function of Defense Mechanisms

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42
Q

Ego Psychology and the Problem of Adaptation: Adaptation

A

no precise definition, but includes a reciprocal relationship between the organism and its environment

it is central for mental health
focus on adaptation involves a shift of attention from id to ego

its hallmarks are productivity, ability to enjoy life, and an undisturbed equilibrium

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43
Q

Adaptation: Alloplastic Behavior

A

changing environment to facilitate adaptation

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44
Q

Adaptation: Autoplastic Behavior

A

changing self

changing one’s position in the world

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45
Q

Ego Psychology and the Problem of Adaptation: Conflict Free Ego Sphere

A

the ego has apparatus that exist outside of conflict and that have roots in the infant’s constitution

ego is more than a developmental by-product of the influence of reality on the instincts

the ego has a partly independent origin, or, said differently, there is an autonomous factor in ego development

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46
Q

Ego Psychology and the Problem of Adaptation: Conflict Free Ego Sphere

A

ego has apparatuses that exist outside of conflict and that have roots in the infant’s constitution

the ego is more than a developmental by-product of the influence of reality on the instincts

the ego has a partly independent origin, or, said differently, there is an autonomous factor in ego development

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47
Q

Ego Psychology and the Problem of Adaptation: Average Expectable Environment

A

refers to environments which are growth promoting and are both gratifying and frustrating, but within reasonable limits

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48
Q

Ego Psychology and the Problem of Adaptation: The Adaptive Function of Defense Mechanisms

A

in addition to protecting from anxiety, defenses can facilitate adaptation

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49
Q

Theories: Erik Erikson – The Psychosocial Stages of Development

A

Epigenetic Principle

The Psychosocial Stages

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50
Q

The Psychosocial Stages of Development: Epigenetic Principle

A

each individual develops after passing through eight fairly well defined stages

each stage exhibits a unique combination of needs and vulnerabilities

each stage focuses on some aspect of growth and culminates in an encounter or crisis, the outcome of which leads to the development of a vital human quality

takes into consideration the impact of broader environment, society, and its culture on the child’s development

51
Q

The Psychosocial Stages: Trust vs. Mistrust

A

birth to 1.5 years

infants develop a sense of trust in self and in others

psychological dangers include a strong mistrust that develops later and exhibits as withdrawal when at odds with self and others

52
Q

The Psychosocial Stages of Development: Autonomy vs. Shame and Doubt

A

1.5 to 3 years

rapid growth in muscular maturation, verbalization, and ability to coordinate many highly conflicting action patterns characterized by tendencies of holding on and letting go

child begins to experience an autonomous will, which contributes to the process of identity-building and development of the courage to be an independent individual

psychologic dangers include infantile obsessiveness and procrastination, ritualistic repetitions to gain power, self-insistent stubbornness, compulsive restraint or meek compliance , and fear of loss of self-control

53
Q

The Psychosocial Stages of Development: Initiative vs. Guilt

A

3 to 6 years

intrusion into space via locomotion, into the unknown by curiosity, and into other by aggressive voice and physical attack , and thoughts of phallic entry into female

frees the child’s initiative and sense of purpose for adult tasks

psychological dangers include hysterical denial or self restriction, which keeps individual from actualizing inner capacities

54
Q

The Psychosocial Stages of Development: Industry vs. Inferiority

A

6 to 11 years

child’s need is to make well, to be a worker and potential provider

the development task is mastery over physical objects, self, social transaction, ideas, and concepts

the school and peer group are necessary for gaining testing mastery

psychological danger includes a sense of inferiority, incompetence, self-restraint, and conformity

55
Q

The Psychosocial Stages of Development: Identity vs. Identity Diffusion

A

adolescence

the critical task is to create an identity, to reintegrate various components of self into a whole person (a process of ego synthesis)

the peer group is of great importance in providing support, values, a primary reference group, and an area to experiment with various roles

psychological dangers include extreme identity confusion, feelings of estrangement, excessive conformity or rebelliousness, and idealism, which is a denial of reality, neurotic conflict, or delinquency

56
Q

The Psychosocial Stages of Development: Intimacy vs. Isolation

A

the task is to enter relationships with others in an involved, reciprocal way, sexually, occupationally, and socially

failure to achieve intimacy may lead to highly stereotyped interpersonal relationships and distancing, and a readiness to renounce, isolate, and even destroy others whose presence seems dangerous

57
Q

The Psychosocial Stages of Development: Generativity vs. Stagnation

A

the primary task is to develop concern for establishing and guiding the next generation, and the capacity for caring, nurturance, and concern for others

psychological danger is stagnation which includes caring primarily and essentially for oneself, an artifical intimacy with others, and self-indulgence

58
Q

The Psychosocial Stages of Development: Integrity vs. Despair

A

the acceptance of one’s life, one’s achievements, and the people who have become significant as satisfactory and acceptable

psychological gander is despair, expressed in the sense that time is short to start another life or to test alternative roads to integrity

despair is accompanied by self criticism, regret, and fear of impending death

59
Q

Theories: Piaget – Intellectual Development

A

characterized by studied cognitive development

the origins and development of cognitive functions and structures, rather than emotion, affect, or motivation

60
Q

Intellectual Development: Methodology

A

small samples, including his own children

61
Q

Intellectual Development: Genetic Psychology

A

not merely describing typical behavioral traits of children at a given age or period of development; rather attempts to explain genesis of behavior

62
Q

Intellectual Development: Concepts

A

Action and Operation

Activity in Development

Adaptation

63
Q

Intellectual Development Concepts: Action and Operation

A

action is overt behavior

operation is a particular kind of action which may be internalized thought

64
Q

Intellectual Development Concepts: Activity in Development

A

child is not passively subject to environmental influences but actively contributes to the construction of his/her personality and universe

child acts on the environment, modifies it, and is an active participation in the construction of reality

65
Q

Intellectual Development Concepts: Adaptation

A

includes assimilation and accommodation

assimilation is the incorporation of external reality into the existing mental organization

accommodation involves adapting to the characteristics of the object

66
Q

Intellectual Development: Cognitive Stages of Development

A

Sensory-Motor Stage

Pre-Operational Stage

Concrete Operational Stage

Formal Operational Stage

67
Q

Cognitive Stages of Development: Sensory-Motor Stage

A

birth to 2 years

infant lacks symbolic function (i.e., the infant cannot evoke representations of persons or objects when they are absent)

infant interacts with surroundings and is able to focus on objects other than the self

the infant learns to anticipate events

children learn that objects continue to exist when out of sight, and learn a beginning sense of causality

68
Q

Cognitive Stages of Development: Pre-Operational Stage

A

2 to 7 years

the child acquires capacity to order and relate experience to an organized whole

the child can now explore several possible problem without necessarily adopting one, because s/he is able to return to his/her original outlook

69
Q

Intellectual Development Concepts: Formal Operational Stage

A

11 through adolescence

youth can visualize events and concepts beyond the present and form theories

cognitive random behavior is replaced by a systemic approach to problems

youth gains objectivity and awareness of relative relationships, ability to reason by hypothesis, and to relate past, present, and future

70
Q

Theories: Rene Spitz – Relationships Between Mother and Child

A

social stimulation is necessary for infant’s growth

infants deprived of social stimulation become apathetic, and some may become physically ill or die

the condition is defined as a disease called Marasmius

71
Q

Relationship Between Mother and Child: Three Levels of Infant Ego Organization

A

First 3 months

8 months

14 months

72
Q

Three Levels of Infant Ego: First 3 Months

A

infant moves from viscard perception to use of eyes and ears, and develops a reliable smile

73
Q

Three Levels of Infant Ego: 8 Months

A

infant has achieved second level or organization, demonstrated by increased levels of anxiety when in the presence of a stranger

74
Q

Three Levels of Infant Ego: 14 Months

A

infant achieves semantic communication, demonstrated by the ability to say no – a sign of independent thinking

75
Q

Theories: Margaret Mahler – Seperation-Individuation Developmental Stages

A

Autistic

Symbiotic

76
Q

Seperation-Individuation: Autistic

A

first month

infant is focused on the self, incapable of investing in others

77
Q

Seperation-Individuation: Symbiotic

A

1-5 months

infant breaks out the autistic shell, understands mother’s existence as a separate being, but is also able to experience a feeling of unity with the mother

78
Q

Seperation-Individuation: Process

A

Differentiation

Practicing

Rapprochement

Development of Object Constancy

79
Q

Separation-Individuation Process: Differentiation

A

6-9 months

increased locomotion

80
Q

Separation-Individuation Process: Practicing

A

9-14 months

child is more active - walking, playing

81
Q

Separation-Individuation Process: Rapprochement

A

14-24 months

shadowing and darting – the child moves away from the mother but returns for emotional refueling

82
Q

Separation-Individuation Process: Development of Object Constancy

A

after 14 months

child increases capacity to recall the mother despite her absence

83
Q

Theories: Robert White – Independent Ego Energy

A

proposes an existence of an internal motivation to achieve competence based on various studies of animal and children’s behavior

84
Q

Independent Ego Energy: Studies of Animal and Children’s Behavior

A

cites research showing exploration, manipulation, and playful, activities of animals that are unexplained by drive theory

these behaviors are not random, idle, or restless, nor merely responses to stimulation; show direction, selection, and persistence which can be interpreted as motivation

animals seek novelty and stimulation and they seem to establish a new relationship between self and object motivation to attain competence is directed toward achieving a feeling of efficacy, but leads to other vitally important learning

infant play leads to the ability to discriminate visual patterns, to catch and throw, and to coordinate eye and hand movements

play causes the infant to establish a concept of the object and leads to development of other basic developmental skills

85
Q

Theories: Learning Theory and Behavior Modification

A

behavior can be explained, apart from few references to growth and maturation, as the continuous formation of connections among stimuli and responses

86
Q

Learning Theory and Behavior Modification: Pavlov

A

linked experimentally manipulated stimuli to already existing natural, unconditioned stimuli that elicited a fixed, unconditioned response

this was accomplished by introducing the conditioned response just prior to the natural, unconditioned stimulus

sounded a bell just before giving a dog food, an autonomic stimulus for salivation

the bell becomes the stimulus for salivation, even when no food was given

a great many conditioned responses can be created through continuing reinforcement

87
Q

Learning Theory and Behavior Modification: Dollard Miller, and Sears

A

attempted to fuse learning theory and psychoanalytic theory

88
Q

Learning Theory and Behavior Modification: B.F. Skinner

A

Concept of the Empty Organism

Law of Effect

Schedules of Reinforcement

89
Q

B.F. Skinner: Concept of the Empty Organism

A

infant has capacity for action built into his/her physical constitution, and reflexes and motivation that will set in random motion

90
Q

B.F. Skinner: Law of Effect

A

governs development

children’s behavior is largely shaped by like circumstances

extinguishing or halting behavior is caused by denying satisfying rewards or through the application of punishment

91
Q

B.F. Skinner: Schedules of Reinforcement

A

instead of reinforcing the organism every time it gives a correct response, one can reinforce some fixed percentage of occurrences of a particular response or space reinforcements according to some average time interval

intermittent reinforcement will also tend to reinforce the desired behavior

92
Q

Theories: Types of Behaviors

A

Operant

Respondent

Flooding

Systematic Desensitization

93
Q

Types of Behavior: Operant

A

controlled by consequences of that behavior

actions preceding or following the behavior need to be changed

if a child throws a tantrum and a parent shows concern by paying attention and rushing over, the behavior is reinforced

behavior can be extinguished by ignoring the tantrum or sending the child to his/her room until the tantrum is over

94
Q

Types of Behavior: Respondent

A

elicited by a specific stimulus

person has to be desensitized to the stimuli

95
Q

Types of Behavior: Flooding

A

used by behaviorists in the treatment of anxiety-ridden patients

it is based on a model of extinction of conditional avoidance behavior by response prevention (i.e., the patient is helped to confront the anxiety-inducing object at full intensity for prolonged periods of time

96
Q

Types of Behavior: Systematic Desensitization

A

somewhat similar to flooding except that the patient is gradually led through images, pictures, and/or events of the anxiety-producing situation, and is enabled to discuss and cope with the affect

97
Q

Theories: Ethno-Cultural Aspects

A

culture can be viewed as the social heritage of man

determines ways of acting and doing that are passed from generation to generation by formal and informal methods of socialization, teaching, and demonstration

includes knowledge, beliefs, art, morals, law, customs, and other capabilities acquired as a member of society

Theory of Cultural Relativism

Concepts

98
Q

Ethno-Cultural Aspects: Theory of Cultural Relativism

A

values, beliefs, models of behavior, and conceptions of the nature of the world must be understood within the framework of the culture in which they occur

the dominant culture determines the contours and boundaries of normality and deviance

ethnic behavioral norms and expressions of emotional needs may differ from those of the larger culture and may be defined as abnormal

behaviors or attitudes may be perceived differently if they are understood through a unique cultural context

often important to know whether an individual from a particular ethnic group who exhibits unorthodox behavior is also a deviant within his/her own culture, as well as in his/her self-estimation

99
Q

Theories: Concepts

A

Acculturation

Ethnic Identity

Social Identity

Virtual Social Identity

Actual Social Identity

Normification

Normalization

Oppressed Minorities

100
Q

Concepts: Acculturation

A

the process of learning and adopting the dominant culture through accommodation and assimiliation

101
Q

Concepts: Ethnic Identity

A

a sense of belonging to an identifiable group and having historical continuity, as well as a sense of common customs and mores transmitted over generations

102
Q

Concepts: Social Identity

A

the dominant society establishes criteria for categorizing persons and the normal and ordinary attributes felt to be natural and ordinary for members of the society

103
Q

Concepts: Virtual Social Identity

A

the characteristics attributed to individuals based on appearances, dialect, social setting, and material features

104
Q

Concepts: Actual Social Identity

A

attributes the individual actually demonstrates

105
Q

Concepts: Stigma

A

an attribute that makes an individual different from the group and is perceived to be a deeply discrediting trait, such as a physical abnormality, disease, race or nationality, religion, or mental illness

106
Q

Concepts: Normification

A

treating the stigmatized individual as if s/he did not have a stigma

107
Q

Concepts: Oppressed Minorities

A

Black, Hispanic, Asian-Pacific, and Native Americans are most clearly differentiated from other diadvantaged groups in the U.S. by their intense racial, ethnic, and political consciousness

the consciousness enhances self-appreciation and is experienced as racial or ethnic pride

the individuals who belong to these groups are influenced by factors uniquely associated with membership in the group

108
Q

Theories: Children in Poverty

A

nearly one out of every four children under six years of age lives in poverty

minority children under six are much more likely to be poor than White children under six

many of these children are homeless or are in the child welfare system

109
Q

Children in Poverty: Additional Disabilities

A

frequent relocations due to rejection, changes in family situation, return to family or foster care, agency procedures, and court decisions (sex and physical abuse more likely within foster care)

move through school systems making academic achievement challenging

changes in casework staff lead to discontinuity in relationships and failure to adequately track children

at age 18 public support may end and the relationships with long-term foster parents may abruptly end, leaving the youth with a sense of abandonment and few material resources

higher incidence of behavioral problems, drug and alcohol abuse, and entering the criminal justice system than children raised in their own families

110
Q

Children in Poverty: Social Problems Correlated

A

mental and physical disability or illness

drug and alcohol abuse

family violence

low educational levels and unemployment

111
Q

Children in Poverty: Social Problem Facts

A

fewer than one-third of all poor children under six live exclusively on welfare

more than half the poor children in the U.S. have at least one parent who is working

children living with single mothers are more likely to be poor

greater risk if impaired health

112
Q

Theories: Lawrence Kohlberg – Theory of Moral Development( 1969)

A

Built on Piaget’s research on moral development

113
Q

Theory or Moral Development: Building on Piaget’s Research

A

argued that children’s experiences shape their understanding of moral concepts such as justice, rights, equality, and human welfare

determined the moral development was a process that takes an extended period of development

114
Q

Theory of Moral Development: Moral Reasoning Theory

A

identified six stages of moral reasoning grouped into three major levels

each level demonstrates a dramatic change in social-moral perspective of the individual

children and adults progress through the stages to a final stage

moral development takes place throughout the life span, and progress between the stages is linear

no stages can be skipped, and Kohlberg theorizes that progress between stages is largely contingent upon the availability of an individual role model who offers a model of the precepts of the next higher level

115
Q

Six Stages of Moral Development: Stage I

A

the preconventional or primitive level

moral judgements are concrete and framed from an individual perspective

moral framework emphasizes following rule because rule-breaking may lead to punishment

the reasoning is largely ego-centric and does not include concern for others

116
Q

Six Stages of Moral Development: Stage II

A

emphasizes moral reciprocity and focuses on the instrumental, pragmatic value of an action

individuals at stage II observe moral standards because it is in their interest to do so

they are able to justify retaliation as a form of justice

observing rules will lead to similar behaviors from others

represents behavior largely focused on following the rules only when it is in the immediate interests of the person

there is a mutual contractual texture to Stage II behavior

rule-following is instrumental and still based largely on externalities, though there is an understanding of conventional morality

117
Q

Six Stages of Moral Development: Stage III

A

persons at this stage define what is right with reference to what is expected by people with whom they have close relationships

the emphasis is on stereotypic roles such as the good mother, father, or brother

being virtuous is defined through maintaining trusting and loyal relationships

118
Q

Six Stages of Moral Development: Stage IV

A

authority and social order obedience driven, it is important to obey laws, dictums and social conventions becuase of their importance in maintaining a functioning society

moral reasoning is beyond the need for individual approval exhibited in stage three

central ideal or ideals often prescribe what is right and wrong

if one person violates a law, perhaps everyone would – thus there is an obligation and a duty to uphold laws and rules

when someone does violate a law, it is morally wrong

culpability is thus a significant factor in this stage as it separates the bad domains from the good ones

most active members of society remain at stage four, where morality is still predominantly dictated by an outside force

119
Q

Six Stages of Moral Development: Stage V

A

the world is viewed as holding different opinions, rights and values

such perspectives should be mutually respected as unique to each person or community

laws are regarded as social contracts rather than rigid edicts

those that do not promote the general welfare should be changed when necessary to meet “the greatest good for the greatest number of people”

this is achieved through majority decision and inevitable compromise

Democratic government is ostensibly based on stage five reasoning

120
Q

Six Stages of Moral Development: Stage VI

A

this stage is characterized as the post-conventional level

ethical reasoning is formed on the basis of universal general principles

ethical reasoning is understood in accordance with principles of justice

this stage rejects uniform applications of rules or norms

the level of moral judgement is rooted in the ethical fairness principles from which moral laws are created

laws are critically evaluated and judgements are made according to whether they conform to basic fairness principles

reasoning values human life and human welfare as first rank principles of existence

121
Q

Theories: Carol Gilligan – Morality of Care

A

the feminist response to Kohlberg’s perspective on moral development

122
Q

Morality of Care: In a Different Voice: Psychological Theory and Women’s Development (1982)

A

Gilligan notes that Kohlberg’s theories reflected research on males

123
Q

Morality of Care: Gilligan’s Theory

A

morality of “care” reflects women’s experiences more accurately than one that emphasizes justice and rights

124
Q

Morality of Care: Gilligan on Women’s Morality

A

reflects caring, responsibility, and nonviolence, while the morality of justice and rights emphasizes equality

another way to look at these differences is to view these two moralities as providing two distinct injunctions – the injunction not to treat other unfairly (justice) and the injunction not to turn away from someone in need (care)

care emphasizes interconnectedness and nurturing

an emphasis on justice emerges as a response to individualism and stresses individual anatomy

125
Q

Morality of Care: Difference in Moral Orientation

A

explained by the dynamics of attachment relations

masculine identity formation requires individuation and separation from the mother

the separation leads to awareness of power differences between the child and adults, causing concern over inequalities

girls remained attached to mothers, are less aware of gender inequalities, and do not primarily focus on questions of fairness

other research suggesting that moral reasoning is not as neatly differentiated along gender lines as Gilligan finds

evidence suggests that both male and female morality structures involve concerns about both justice and care

126
Q
A

LMSW Exam (15 decks)

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