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Psychopathology & Development > Moral Development Theories > Flashcards

Moral Development Theories Flashcards

1
Q

ABC AREAS OF MORAL DEVELOPMENT

A

AFFECTIVE
BEHAVIOURAL
COGNITIVE

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2
Q

ABC: AFFECTIVE

A
  • feelings regarding moral issues (ie. feeling good/bad/sorry; righteous indignation)
  • associated w/Freud aka. conscience/superego development
  • SLT; imitation/assimilation of external values/standards/ideals
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3
Q

ABD: BEHAVIOURAL

A
  • what people actually do when confronted with moral issues/dilemmas
  • early work = 1920s Hartshorne & May
  • recent work = Talwar & Lee
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4
Q

ABC: COGNITIVE

A
  • how you reason about moral issues
  • mostly Piaget & Kohlberg
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5
Q

EMOTIONAL DEVELOPMENT MODEL (LEWIS, 2007)

A
  1. <6M = surprise/joy/anger/disgust/fear/interest
  2. 2Y = consciousness (self-referential beh) -> non-evaluative embarrassment/envy/empathy
  3. 3Y = standards/rules acquisition/retention -> evaluative embarrassment/pride/shame/guilt
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6
Q

PIAGET: STAGES OF MORAL REASONING

A
  1. AMORAL/PREMORAL STAGE
    - 5-6Y
    - heteronomous morality
  2. MORAL REALISM
    - 7-10Y
    - transitional period
  3. MORALITY OF RECIPROCITY
    - 11-12Y
    - autonomous morality
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7
Q

PIAGET: METHODOLOGY

A
  • examined kids’ use of rules/games
  • used moral vignettes to examine moral judgements
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8
Q

PIAGET: PREMORAL STAGE

A
  • 5-6Y
  • don’t pay attention to rules
  • believe others (ie. parents/teachers) make justice decisions
  • don’t consider intentions/motives
  • only action consequence = important
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9
Q

PIAGET: MORAL REALISM

A
  • 7-10Y
  • believe “rules can’t be changed”
  • use rules rigidly
  • don’t consider others’ action intentions
  • egocentrism
  • BUT also make progress:
  • try to better understand rules
  • value on fairness
  • interact w/peers; opportunities to cooperate
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10
Q

PIAGET: MORALITY OF RECIPROCITY

A
  • 11-12Y
  • understand that “rules can be changed”
  • take into account motives/intentions of others’ actions
  • understand that adults can be unfair sometimes
  • understand that “punishment should fit the crime”
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11
Q

PIAGET: STRENGTHS

A
  • empirically supported; tested in many countries
  • recognised importance of cognitive factors in kids’ moral reasoning
  • contributed to new research in moral development
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12
Q

PIAGET: WEAKNESSES

A
  • claim that peer interactions enhance moral development = not empirically supported
  • claimed young kids don’t consider action intentions BUT even infants have some intentionality understanding
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13
Q

HAMLIN ET AL (2010)

A
  • infant morality
  • 3m infants referred helping character in puppet play > “naughty” character that pushed the protagonist down the hill
  • BUT had no pref if protag = inanimate object
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14
Q

KOHLBERG: STAGES OF MORAL DEVELOPMENT

A

PRE-CONVENTIONAL
1. obedience/punishment orientation
2. self-interest orientation
CONVENTIONAL
3. social conformity orientation
4. law/order orientation
POST-CONVENTIONAL
5. social contrast orientation
5. universal ethics orientation

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15
Q

KOHLBERG: PRE-CONVENTIONAL STAGE 1

A

PUNISHMENT/OBEDIENCE ORIENTATION
- egocentric deference to superior prestige powers
- punishment avoidance

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16
Q

KOHLBERG: PRE-CONVENTIONAL STAGE 2

A

INSTRUMENTAL/EXCHANGE ORIENTATION
- right actions = instrumental in satisfying one’s own needs/desires/others (to the extent that one cares for others aka. “I scratch your back; you scratch mine”)
- intentions of others start to be taken into account

17
Q

KOHLBERG: CONVENTIONAL STAGE 3

A

MUTUAL INTERPERSONAL EXPECTATIONS
- interpersonal conformity
- “good boy/girl” orientation
- orientation to approval/pleasing/helping others
- actions judged primarily by intention

18
Q

KOHLBERG: CONVENTINAL STAGE 4

A

LAW/ORDER ORIENTATION
- social systems and conscience
- orientation to duty/respect for authority/social order maintenance for its own sake
- people’s interventions = important BUT obligation to obey law/support social order overrides them

19
Q

KOHLBERG: POST-CONVENTIONAL STAGE 5

A

SOCIAL CONTRAST/INDIVIDUAL RIGHTS ORIENTATION
- right actions = those society agrees upon BUT clear awareness that values/opinions/laws = relative w/arbitrary element that can be changed esp. w/affected groups approval
- duty = contract/avoiding violating will/rights of others/welfare maintenance

20
Q

KOHLBERG: POST-CONVENTIONAL STAGE 6

A

UNIVERSAL ETHICAL PRINCIPLES
- orientation to universal ethical principles above existing laws
- self-chosen ethical principles of own conscience

21
Q

KOHLBERG: PRE-CONVENTIONAL/PREMORAL REASONING

A
  • responsive to cultural rules/evaluative labels (ie. right/wrong/good/bad)
  • BUT views them in unpleasant/pleasant consequences/physical power of those who impose rules
22
Q

KOHLBERG: CONVENTIONAL REASONING

A
  • active orientation to maintaining family/peer expectations = value of own right
  • peoples intentions = important
23
Q

KOHLBERG: POST-CONVENTIONAL MORALITY/PRINCIPLED LEVEL

A
  • right actions = those society agrees upon BUT clear awareness that values/opinions/laws = relative w/arbitrary element that can be changed esp. w/affected groups approval
24
Q

KOHLBERG: PROMOTING MORAL DEVELOPMENT

A
  • importance of discussion groups
  • children presented w/moral issues
  • arguments = advanced/above child’s current moral reasoning lvl; students led discussion
    KOHLBERG-BLATT METHOD
  • kids take one view BUT given discrepant info
  • more advanced understanding post group discussion
25
Q

KOHLBERG: STRENGTHS

A
  • showed moral understanding changes over time
  • highlighted importance of cognitive factors in moral reasoning/behaviour
26
Q

KOHLBERG: WEAKNESSES

A
  • Heinz dilemma wasn’t tested in dif cultures/socio-economic backgrounds; male pps
  • Kohlberg adopted stage-like approach BUT individuals can think differently across situations
27
Q

! SUMMARY: KOHLBERG !

A

PRE-CONVENTIONAL
- importance of rewards/punishment avoidance
CONVENTIONAL
- importance of social
POST-CONVENTIONAL
- importance of moral principles

28
Q

EISENBERG: PROSOCIAL BEHAVIOUR DEVELOPMENT

A

14M
- distressed when others are; show sympathy/fairness
18M/2Y
- start to share
PRESCHOOL
- show prosocial behaviour
KIDS
- prosocial/altruistic behaviour

29
Q

EISENBERG: PROSOCIAL PREDICTORS

A

GENETICS
- oxytocin
EMPATHY/SYMPATHY
- conscience
PARENTS
- modelling/values

30
Q

OLINER & OLINER (1988)

A
  • recalling values learned from parents/other influential adults
  • interviewed individuals who risked lives to save others
  • significantly dif values taught by parents between rescuers/bystanders (ie. caring applied universally)
31
Q

SCHOOL-BASED INTEVENTIONS FOR PROSOCIAL BEHAVIOUR

A

PRIMARY PREVENTION
- school/class-wide systems for all students/staff
SECONDARY PREVENTION
- specialised group systems for students w/at risk beh
TERTIARY INTERVENTION
- individualised systems for students w/at risk beh

32
Q

ANTISOCIAL BEHAVIOUR

A
  • causes harm/injury to others
  • 2 types:
    1. INSTRUMENTAL AGGRESSION
  • aggression to achieve goal
    2. RELATIONAL AGGRESSION
  • aggression to damage peer relationships
33
Q

ANTISOCIAL BEHAVIOUR PREDICTORS

A

BIOLOGICAL FACTORS
- genes
- neurological deficits
SOCIAL COGNITION
- hostile attributions
FAMILY ENVIRONMENTS
- harsh parenting
- abuse/poverty

34
Q

INTERVENTIONS FOR KIDS W/AGGRESSIVE BEHAVIOIR

A
  • individual psychotherapy
  • psycho/drug therapy combo
  • parent education/intervention
  • school-based intervention
  • community-based programs (ie. positive youth development/service learning)
35
Q

! SUMMARY !

A
  • individual difs in pro/antisocial behaviour:
    1. biology
    2. social cognition
    3. family influences
  • interventions = effective at:
    1. increasing prosocial beh
    2. decreasing antisocial beh

Psychopathology & Development (12 decks)

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