PSYC 250 1st EditionFinal Exam Study Guide Lectures: 21 - 25Lecture 21: Moral Development (November 13th)Moral DevelopmentMoral Conscience - An internal guiding system in the mind that leads children to do the things we believe makes them a “good” person- Made up of 3 components:o Emotional The moral emotions:- Guilt – o emotional discomfort caused by wrong-doingo Starts at about 2 years old- Empathy – o Ability to experience the emotions of otherso Starts at about 2 years old- Gratitude – o Thankfulness; recognition of goodness received from otherso Guides child towards prosocial behavior Primary influences on the development of guilt and empathy - 1. Fearful distress dimension of temperament o Children with more fearful distress develop guilt sooner- 2. Quality of attachmento Development of moral emotions is well established by: Warm, positive, mutually trusting relationship with caregiver Lack of power-assertiveness techniques How does power-assertive parenting undermine moral development?- Children become angry and fearful of parent- Child externalizes the reasons for their wrong doing- Children are less likely to develop an internal moral sense Primary influences on development of moral emotions- 1. Caregivers modeling moral emotions - 2. Caregivers provide explanations that focus on others’ feelingso Behavioral Self-regulation of conduct to inhibit impulses, resist temptation, and follow rules Primary influences:- Child’s committed compliance: willingness to respond to caregiver modeling and instructiono This develops when relationships between child and caregiver is warm, +, mutually trusting, and responsive- child’s opportunity to be a role model- caregiver’s response to child’s behavioro + responses to good behavioro Clear reactions to wrong doingo Explanations of rules and consequences- Techniques that undermine the child’s development:o 1. Power assertion o 2. Love withdrawal o 3. Empathy threatso 4. Indulgent, permissive non-intervention The ultimate goal of discipline is not controlling a child; it is for the child to learn self-controlo Cognitive Internalized knowledge relevant to being a good person Concepts relevant to being a good person- Prosocial behavior- Antisocial behavior- Reciprocity- Fairness- Rules – kids want to know about rules, they want them to be clearly defined because they don’t know them Theories of development of moral cognition:- Piaget’s theoryo Focused on thinking about ruleso 3 stages: 1. Premoral 2. Heteronomous morality- Preoperational, rigid acceptance of rules, blind obedience to authority 3. Autonomous morality- Concrete operational and beyond- Consider motives and intentions- Rules are product of social interaction- Rules are modifiable - Kohlberg’s Theoryo Focused on thinking about justice and fairnesso Assessment: Heinz dilemma – moral dilemma of does Heinz steal the medicine for his dying wife or let her diebecause he can’t afford it 3 levels:- 1. Pre-conventional levelo Primary concern: satisfaction of one’s own needs; personal consequenceso Fairness is based on personal needso Right = whatever helps to avoid punishment and/or gain rewards- 2. Conventional levelo Primary concern: following social rulesand norms, pleasing others, social ordero Fairness is defined by laws and social normso Right = whatever follows the rules andis good for the group, not just 1 person- 3. Post-conventional levelo Primary concern: rights and well-beingof all, values and beliefs that transcend laws and self-interestso Fairness is abstract and complexo Right = whatever best protects humanrights and freedomso How can you relate the main themes of child development to the development of a moral conscience? Nature and nurture play roles, active and passive development of moral conscience, and holistic developmentLectures 22-24: Family (November 18th, 20th, & 25th) Family as a SystemFeatures of family as a system:- Wholeness- Order and organization- Interdependence- Reciprocal influence- Stable but open to change- Change over time (adaptation)Family system dynamics- Boundaries: on a spectrum, from rigid boundaries  some sharing  no boundaries - Hierarchies: how family system is structured, look at control and influence- Alliances: spectrum from desirable   dysfunctionalo Children’s problems are not viewed as defects in the children. Instead children’s problems are viewed as symptoms of family system dysfunction Parenting Styles- Parenting style: parent’s beliefs, attitudes, and behavior towards children- 2 dimensions of parenting style:o 1. Responsiveness (aka acceptance) – warmth, support, acceptanceo 2. Demandingness (aka controlling) – control, structure, expectations Both are spectrums Responsiveness/AcceptanceLow HighDemandingness/ControlLow Uninvolved PermissiveHigh Authoritarian authoritative Authoritarian – children internalizes more problems, (depression, anxiety,dealing with situations outside of their control) Authoritative – favorable child outcomes, children develop social/emotional competence, self-control Permissive – results in negative outcomes, lower emotional regulation, tend to be bossy, always get their way. Problems making decisions and uneven social relationshipso To improve responsiveness and acceptance Show love, warmth, and affection Have (+) expectations Listen Notice good behavior and provide feedbacko To improve demandingness/control Provide structure Set clear rules and limits Be consistent, don’t change the rules or enforcing from day to day Explain Give clear, simple instructions for the behavior you want the child to do- Ex. “please sit on the chair” instead of “don’t run around” Be a good role model of good behaviorDivorce- Approximately 50% of US children will experience their parents’ divorce- Differences between children whose parents have divorced and whose have not:o Effects on children: 1. Short-term effects- Compared to children of parents who have not divorced, children whose parents have divorced have, on average:o Lower academic achievemento More externalizing behaviors – others-blame, acting outo More internalizing problems – blame yourself for bad things, low self-esteem, depression, anxiety, self-blameo Lower quality social relationships - On average, these differences are not