Moral Dev

Question 1

primary prevention

Answer 1

a program targeting individuals in a particular setting (school) to prevent the occurrence of a problematic behavior

Question 2

secondary prevention

Answer 2

Program helps individuals at risk for developing a problem with the goal of preventing the problem or condition

Question 3

tertiary intervention

Answer 3

Program designed to help individuals who already exhibit a problem or condition

Question 4

antisocial behavior

Answer 4

Disruptive, hostile, or aggressive behavior that violates social norms or rules and harms/takes advantage of others

Question 5

Aggression

Answer 5

subcategory of antisocial behavior that involves acts intended to physically or emotionally harm others

Question 6

Development of Aggression

Answer 6

instance of aggression over possessing objects occur between infants before 12mos, but most DON’T involve bodily contact such as hitting
- beginning around 18mos, phys aggression such as hitting and pushing is normative and increases in frequency until 2 or 3 yrs
- as verbal skills increase, phys aggression decreases but verbal aggression increases

Question 7

Instrumental aggression

Answer 7

aggression motivated by a desire to obtain a concrete goal
- EX: conflict over possessions (gaining possession of a toy)

Question 8

Relational aggression

Answer 8

intended to harm others by damaging their peer relationships
- EX: excluding others from play
- linked to TOM skills, particularly for children with low levels of prosocial skills

Question 9

Causes of aggression

Answer 9

• genetics
• socialization of family
• influence of peers
• cultural

Question 10

oppositional defiant disorder

Answer 10

disorder characterized by age-inappropriate and persistent displays of angry, defiant, and irritable behaviors

Question 11

conduct disorder

Answer 11

disorder that involves severe antisocial and aggressive behaviors that inflict pain on others or involve destruction of property or denial of the rights of others

Question 12

Aggression + Termperament

Answer 12

a difficult temperament and lack of self-regulatory skills from an early age linked to aggression and antisocial behavior

Question 13

Social Cognition + Aggression

Answer 13

aggressive behavior is often a reaction to how children interpret social situations
- more likely to attribute other’s efforts as hostile (hostile attributional bias)

Question 14

reactive aggression

Answer 14

children prone to emotionally driven, hostile aggression sparked by one’s perception that other ppl’s motives are hostile

Question 15

proactive aggression

Answer 15

unemotional aggression aimed at fulfilling a need or desire
- tend to anticipate more positive social consequences for aggression
EX: ppl bulling someone to get lunch money

Question 16

Parenting + Aggression

Answer 16

-children who experience harsh or low-quality parenting are at greater risk of aggressive or antisocial behavior
- There’s a reciprocal relationship between children’s behaviors and parent’s discipline: children who are high in antisocial behavior or low in self-reg tend to elicit harsher parenting. Harsher parenting IN TURN causes more problematic behavior from the child, leading to a cycle

Question 17

Parental conflict

Answer 17

Children frequently exposed to verbal and physical violence between their parents tend to be more antisocial and aggressive

Question 18

Piaget’s Theor of Moral Judgement

Answer 18

Children’s moral reasoning changes from a rigid acceptance of the dictates and rules of authority to an appreciation that moral rules are a product of social interaction and, thus, modifiable

Question 19

Heteronomous morality

Answer 19

First stage of Piaget’s theory where children haven’t achieved their stage of concrete operations (children younger than 7 in the preoperational stage)
- Justice is whatever authorities say is right
EX: they’d say the kid who broke 15 cups accidentally was naughtier

Question 20

Autonomous morality

Answer 20

• At around 11-12, kids enter this stage
• they no longer accept blind obedience to authority on the basis of moral decisions
• understand rules are a product of social agreement and can be changed if the majority of the group agrees

Question 21

Kohlberg’s theory of moral reasoning

Answer 21

• argued that the development of moral reasoning proceeds through a specific series of stages that are discontinuous and hierarchical (each stage reflects a qualitatively different, more advanced way of thinking than the one before)

Question 22

preconventional moral reasoning

Answer 22

• self centered
• focus on rewards and avoiding punishment

Question 23

Conventional moral reasoning

Answer 23

• centered on social relationships
• focus on compliance with social duties and laws

Question 24

postconventional moral reasoning

Answer 24

• centered on ideals
• focus on moral principles

Question 25

social domain theory

Answer 25

• growth in moral reasoning occurs not through stage-like change but through gradual changes based on the child’s social interactions w/ peers and adults (and socialization through parents)
• differences in moral judgments are a result of differences in environments in which the children live and the experiences they have within those environments

Question 26

Moral domain

Answer 26

children understand that the universal concepts of right and wrong, fairness, justice, and individual rights apply across contexts and supersede rules or authority
EX: knowing not to steal another kid’s toy

Question 27

Societal domain

Answer 27

encompasses concepts regarding the rules and conventions through which societies maintain order
EX: clothing/appearance, manners, greetings

Question 28

Personal domain

Answer 28

actions in which individual preferences are the main consideration. There are no right or wrong choices
EX: how children dress, spend their $$, and choice of friends

Question 29

conscience

Answer 29

an internal regulatory mechanism that increases an individual’s ability to conform to standards of conduct accepted in their culture
- can help promote prosocial behavior by having the child feel guilty engaging in unkind behavior

Question 30

Development of conscience

Answer 30

• children develop it slowly over time
• by 2yrs, toddlers start to recognize moral standards/rules and exhibit sign so guilt when they do something wrong