morality Flashcards
morality
ability to distinguish right from wrong, act on this distinction, and experience emotions associated with doing right and wrong
- emotional component
- cognitive component
- behavior component
emotional component
feelings regarding right or wrong actions that motivate moral thoughts
cognitive component
how we think about right or wrong actions that motivate moral thoughts
behavioral component
how we act when we are confronted with a moral dilemma
moral reasoning
thinking process involved in deciding whether an act is right or wrong
Lawrence Kohlberg on moral dilemmas - moral reasoning progresses through universal stages (3 levels, 6 stages)
- preconvential morality (1 and 2)
- conventional morality (3 and 4)
- postconventional morality (5 and 6)
preconventional morality
rules are external to the self-conform to avoid punishment/obtain reward
conventional morality
internalized moral values - respect rules set by others 1st win approval, then to maintain social order
postconventional morality
“right” comes from board principles of justice, not particular authority figures - recognize some laws violate basic moral principles/ human rights
prosocial behavior
all children differ, positive social acts that reflect concern for the welfare of others, they differ in:
- how often they engage in and the reasons for doing so
origins of prosocial behavior and rooted in
empathy and sympathy
- both include ability to take another’s prespective
empathy
emotional reaction to another’s emotional state or condition that is similar to that person’s state/condition
sympathy
feeling of concern for another in reaction to their emotional state/condition
Development of prosocial behavior
- newborns: primitive form of empathy
- 1-2 years old: try to comfort others
-2-3 years old: ability to take perspective of friend, increased prosocial behavior
prosocial acts by toddlers
- helping, cooperation, altruistic rather than selfish motives, fairness and moral judgement
antisocial behavior
behavior that violates social norms, rules, etc…
aggressive behavior
behavior aimed at harming/injuring others
- motivated by desire to obtain a concrete goal
- relational aggression damages peer relationships
development of aggression
- emerges at 18 months, increases until age 3, then decreases
- verbal aggression increases as language skills increase
- instrumental aggression common in preschoolers
- physical aggression and decreases during pre and elementary school
- conduct disorder
conduct disorder
persistent pattern of violating the rights of others or age-appropriate societal norms, fighting/bullying
self-reported violence
overt aggression decrease in adolescence
serious acts of violence increase in adolescence
anti social kids develop…
a hostile attribution bias, hostile goals in social situations, favor aggression responses over prosocial responses
hostile attribution bias
tend to interpret the world through an aggressive lens and assume negative/ambiguous situations are deliberate
social and emotional learning (SEL)
understanding and managing emotions, setting goals, showing empathy
- results: increased prosocial behavior, decreased antisocial behavior, increased academic performance, increased graduation rate, decreased arrest rest
fast track
an intervention designed to prevent antisocial behavior and violence
2 major parts of fast track
- special curriculum to increase prosocial and emotional regulation
- intensive intervention
intensive intervention
meetings, social skills training, academic tutoring, parents received training in parenting skills
- effective
