Module 4: Moral Development Flashcards

1
Q

Moral Reasoning

A

When we think about moral issues and are seeking rationales for determining right and wrong

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2
Q

Moral Realism

A

Children believe that right and wrong are determined by the consequences of behavior as given by adult authority figures

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3
Q

Morality of Cooperation

A

Children understand that in certain situations or under particular circumstances rules can be bent

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4
Q

Focus on the consequences of behavior. Focus on equal exchange, manipulate reciprocity

A

Preconventional Stage

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5
Q

Focus on conforming to rules of parents and other family members. Focus on conforming yo laws and norms of society

A

Conventional Stage

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6
Q

Focus on personal decisions to determine when and how rules should be bent. Focus on what will most benefit society as a whole or the greater good

A

Postconventional

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7
Q

Any intentional knowing, or reckless act directed against a student for the purpose of being initiated into a social group

A

Hazing

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8
Q

Bullying or Harassment

A

Taunting, insults, teasing, aggression, exclusion, humiliation, alienation, harassment, intimidation, or any behavior repeated with the intent of hurting someone.

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9
Q

Prosocial Behavior

A

People voluntarily care for and comfort eachother

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10
Q

Hedonistic or self-focused orientation

A

Individuals focus on the consequence to the self or self-interest as a motive for prosocial behavior

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11
Q

Needs Orientation

A

Individuals focus on the needs of others, even when those needs conflict with one’s own self-interest

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12
Q

Self-reflective Empathetic Orientation

A

To determine whether their actions will result in positive feelings or feelings of guilt, individuals use empathy and perspective taking.

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13
Q

Approval or Interpersonal Orientation

A

Individuals engage in prosocial behavior based on the stereotypical beliefs about a person, helping a person considered to be “a good person” and not helping a person considered to be “a bad person” to gain approval from others.

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14
Q

Internalized Orientation

A

Individuals behave in prosocial ways due to their personal values rather than external authority or expectations

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15
Q

Perspective Taking

A

Individual can appreciate that different people facing the same event may think or feel differently due to their unique backgrounds and qualitites

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16
Q

Egocentric Viewpoint

A

Preschool-age children understand that other individuals have thoughts and feelings but confuse their own emotions with those of others or have difficulty understanding the causes of others’ feeligns

17
Q

Social Informational Role Taking

A

Early elementary children understand that others have thought and feelings that may be different from their own but do not yet understand how different perspectives are related; hence the children are likely to focus on one perspective only

18
Q

Self-reflective Role Taking

A

Older elementary children can understand the relationship between self and others’ perspectives, enabling them to speculate on how another will feel or what another will think prior to the circumstances

19
Q

Mutual Role Taking

A

Early adolescents are also able to take the perspective of a third party to understand how two individuals influence each other in a mutual, simultaneous manner

20
Q

Social and Conventional System Role Taking

A

By middle adolescence and beyond, individuals are capable of understanding social conventions that are relevant to everyone rather than to only one individual

21
Q

Empathy

A

The ability to experience the emotions or feelings of another person, as when an individual feels sad because someone else feels sad

22
Q

Global Empathy

A

Infants may cry when other infants cry, but they are unable to differentiate between self and other

23
Q

Egocentric Empathy

A

Toddlers begin to differentiate between self and others and may attempt to comfort others’ emotional distress, but they do so from their own egocentric perspective

24
Q

Empathy for another’s feelings

A

Children as a young as 2 or 3 have an increasing awareness of others’ emotions and different perspectives of needs.

25
Q

Over Agression

A

A person intends to harm another person physically

26
Q

Relational Aggression

A

A person attempts to harm another persons’s relationships or social standing

27
Q

Sociomoral developmental delay

A

A self-centered, egocentric orientation that is not replaced by the more typical advanced moral development

28
Q

Externalizing Blame

A

Individuals see themselves as the victim, rather than those whom they have victimized

29
Q

Mislabeling or minimizing

A

Individuals will escape responsibility for their actions by viewing their behavior as less serious than social conventions might judge.

30
Q

Empathy-based Guilt

A

The pain and regret felt for causing distress or pain in another person

31
Q

Moral Domain

A

Situations and circumstances related to the rights of others as well as the welfare of others

32
Q

Conventional Domain

A

The rules of conduct necessary for social organization

33
Q

Personal Domain

A

Situations that affect the individual

34
Q

Encoding Cues

A

Individuals pay attention to some info. in their social environment and dismiss other info.

35
Q

Interpretation of Cues

A

Individuals determine meaning for those cues and the causes of the behavior of others in the social environment

36
Q

Clarification of Goals

A

Individuals determine goals or outcomes for the situation

37
Q

Response Access

A

Individuals attempt to remember past responses and select the most appropriate response based on the expected outcome

38
Q

Behavioral Encactment

A

Individuals behave according to their decision to respond

39
Q

Hostile Attributional Bias

A

Aggressive individuals may have a tendency to interpret another person’s intentions as hostile