Adolescence and Morality. 2 Baumrind Parenting Styles Authoritative: Exert control by setting...
If you can't read please download the document
Adolescence and Morality. 2 Baumrind Parenting Styles Authoritative: Exert control by setting limits, but encouraging input from the child and negotiation
2 Baumrind Parenting Styles Authoritative: Exert control by
setting limits, but encouraging input from the child and
negotiation of rules, particularly with older children. Encourages
discussion and cooperation.
Slide 3
3 Authoritative Parenting
Slide 4
4 Parenting types can affect self-concept ______________:
demands unquestioned obedience. Do as I say!! Tend to be
unresponsive. ______________: allow children to make own decisions
without supervision. Submit to childrens whims, get them what they
want. Rejecting-neglecting: disengaged, vest little, give
little.
Slide 5
5 Behavioral Outcomes correlated with Parenting style
Authoritarian: lacks good decision-making, tend to be moody, low
self-esteem. Will cooperate with the group. Permissive: lack
self-discipline and confidence; trouble making decisions.
Authoritative: self-reliant, friendly and self-confident. Higher
self- esteem. Feel in control of their lives.
Slide 6
6 Parental style and behavioral outcome: Correlational, so...
Not necessarily causation. Perhaps temperament creates parenting
style or the combination of parental temperament and childrens
temperament creates parenting style. Do your parents treat your
siblings differently?
Slide 7
7 Parental Influence Children have heavily influenced attitudes
toward faith, politics and other social attitudes. (excluding sex
and drug use). Parents provide children with much of their
non-family environment (neighborhood, schools, friends, etc.)
Slide 8
8 Crafting an essay response - Can you explain how Ainsworths
attachment research can lead to a self-reliant child? Can you
explain how Baumrinds research in parenting styles can lead to a
positive outcome in terms of self-esteem?
Slide 9
9 Adolescence Adolescence is defined as a life between
childhood and adulthood.
Slide 10
10 Physical Development Adolescence begins with puberty (sexual
maturation). Puberty occurs earlier in females (11 years) than
males (13 years). Thus height in females increases before
males.
Slide 11
11 Primary Sexual Characteristics During puberty primary sexual
characteristics the reproductive organs and external genitalia
develop rapidly.
Slide 12
12 Secondary Sexual Characteristics Also secondary sexual
characteristicsthe nonreproductive traits such as breasts and hips
in girls and facial hair and deepening of voice in boys develop.
Pubic hair and armpit hair grow in both sexes.
Slide 13
13 Puberty Landmarks first period for girls (menarche) first
ejaculation by boys (spermarche). Feelings associated?
Slide 14
14 Frontal Cortex: Develops until mid-20s During adolescence,
neurons in the frontal cortex grow myelin, which speeds up nerve
conduction. The frontal cortex lags behind the limbic systems
development. Hormonal surges and the limbic system may explain
occasional teen impulsiveness. If this is true, how do you
biologically explain Piagets formal operational stage?
Slide 15
15 Developing Morality Lawrence Kohlberg sought to describe the
development of moral reasoning by posing moral dilemmas to children
and adolescents such as Should a person steal medicine to save a
loved ones life?
Slide 16
16 Preconventional (Before 9) based on rewards and punishments.
Will I get into trouble?
Slide 17
17 Conventional : Early adolescence, rules are rules, right and
wrong. Law is black and white
Slide 18
18 Postconventional (formal op). Larger universal issues of
morality and right and wrong, justice and fair play enter the
process. Whats right? Whats fair?
Slide 19
19
Slide 20
20 Formal Operational morality questions You go through the
checkout at Harris Teeter and give a 10 dollar bill and receive
change for a 20? Is cheating wrong? Do you copy homework? Do you
ask for questions on a test? Would you mark that youd given money
to church/charity to receive money back on your taxes?
Slide 21
21 Social influence and expediency will change behavior that is
reasoned to be moral. Have you ever cheated because you saw others
cheating? Is cheating right? Why or why not? Have you ever
cheated?
Slide 22
22 Kohlberg Criticism: Haidts Social Intuitionist Are there
some things that are viscerally disgusting, or innately immoral? Do
they require moral reasoning? Examples?
Slide 23
23 Social Intuitionist Theory Your press secretary vs. your
inner reality Could human morality be run by human emotions? Moral
paradoxes
Slide 24
24 Morality and Social Influences Doing the right thing
dependent on social situations Nazi concentration camp guards
Slide 25
25 Kohlberg Critics There is a discrepancy between moral
thought and action
Slide 26
26 Cultural Criticisms postconventional reasoning appears
mainly in Educated Western middle and upper class Males value
individualism.
Slide 27
27 Interdependent/collectivist cultures respect group norms
more than western individualistic cultures and therefore are less
likely to post-conventional moral reason. Group cohesion more
important than individual codes. African, Asia, Middle East more
interdependent in thinking.
Slide 28
28 Moral Development, and Gender while men tend to make
judgments based on their view of justice, women tend to make
decisions based on relationships. Ex: Who chooses a movie? Whos
likely to cave first in arguments?
Slide 29
29 Gender Bias in Kohlberg: Carol Gilligan proposes that girls
are more concerned with relationships and therefore develop
identity through their relationships
Slide 30
30 Gilligans Stages of Ethic Care Approx. Age Range StageGoal
Not listedPreconventionalIndividual survival Not
listedConventionalSelf sacrifice is goodness Maybe
neverPostconventionalPrinciple of nonviolence; do not hurt others
or self
Slide 31
Preoperational Cognitive Mind Sets Preschoolers, although still
egocentric, develop ability to infer others mental states Theory of
mind ability to read intentions Preschoolers can start to tease,
empathize, and persuade
Slide 32
Children with autism What are the diagnostic principles of a
child with autism?
Slide 33
Theory of Mind Test How would an autistic child answer?
Slide 34
Leo Vygotsky and Zone of Proximal Development Theorized by age
7 children become capable of thinking in words and using words to
work out solutions Internalizing and relying on inner-speech
Creates self-control tools parent who says No, no! will have child
who mutters No, no! when they do something bad before they realize
it
Slide 35
Zone of Proximal Development Children learn through social
interactions, including play with parents and peers ZPD area of
knowledge just beyond a childs abilities Children learn best when
they encounter information at this level and can interact with a
more skilled person Scaffolding support adults and teachers present
when they provide progressively more difficult problems to ask
children to explain their reasoning for learning Enables child to
work independently so they can solve problems with their
intellectual ability Metacognition?
Slide 36
36 Erik Erikson: Social Development psychosocial task to
complete at each level of development throughout our lifetimes. If
we do not achieve one level, it creates problems in our lives.
Slide 37
37
Slide 38
38 Stage 1: Basic trust vs. basic mistrust (0-18 months):
Children must establish a sense of being able to rely on the
environment (and caregivers) to take care of them.
Slide 39
39 Stage 2: Autonomy vs. shame and doubt (18 months 3 years):
Children learn ways to be able to act independently from their
parents without feeling afraid they will venture out too far.
http://www.youtube.com/watch?v=PqLMcyUFrSA
Slide 40
40 Stage 3: Initiative vs. guilt (3-5 years): This is the play
stage in which children learn to express themselves creatively
without fear they will engage in activities that will get them in
trouble. http://www.youtube.com/watch?v=j9nZ4j1yLmk
Slide 41
41 Stage 4: Industry vs. inferiority (5-12 years): During this
stage, children learn to identify with the world of work and
develop a work ethic.
Slide 42
42 Stage 5: Identity vs. identity diffusion (12-21 years):
Adolescents establish a sense of who they are and develop
commitments in the areas of work and values.
Slide 43
43 Stage 5: Parent and Peer Influence
Slide 44
44 Marcias Levels of Identity Achievement Extends Eriksons work
identity determined by choices and commitments rather than social
traits Marcia believed that teens fall into four categories in
their search for identity
Slide 45
45 Marcias Stages of Development Diffused: not really
searching, living day to day, no direction. Foreclosed: a little
parent, unquestioning, never searched for personal identity.
Moratorium: actively searching and trying on new roles routinely.
Achieved: developed a separate and unique identity they feel
comfortable with.
Slide 46
46 Stage 6: Intimacy vs. isolation (21- 30/40 years): Young
adults are able to experience psychologically close relationships
with others and develop long-term commitments.
Slide 47
47 Stage 7: Generativity vs. stagnation (40-65 years):
Middle-age adults feel a sense of caring and concern for younger
generation and determine what their legacy will be after they are
gone. https://www.youtube.com/watch?v=ethUKKW8PdE
Slide 48
48 Stage 8: Ego integrity vs. despair (65 years until death):
In later adulthood, individuals come to grips with mortality and
with achieving a sense of acceptance about the life they have
lived. http://www.youtube.com/watch?v=mIysXLiA5s0 The Last Lecture
Revisited