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Developmental Psychology - Adolescence Part 2
This deck covers key concepts in developmental psychology, focusing on moral development stages, identity formation, and educational issues during middle and late childhood.
The child/individual is good to AVOID PUNISHMENT because punishment equates, they must have done something wrong “What will happen to me if I do this?”
Level I: Preconventional Morality (3-7 yrs old) Stage 1: Obedience and Punishment Orientation
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Key Terms
Term
Definition
The child/individual is good to AVOID PUNISHMENT because punishment equates, they must have done something wrong “What will happen to me if I do this?”
Level I: Preconventional Morality (3-7 yrs old) Stage 1: Obedience and Punishment Orientation
Children recognize that there is not just one right view that is handed down by authorities. They conform to rules out of self-interest and consideration what others can do for them. “You scratch my back, I’ll scratch yours.”
Level I: Preconventional Morality (3-7 yrs old) Stage 2: Individualism and Exchange
The child is good in order to be seen as a good person by others. Approval of others is important. e.g., Donating to the victims of the recent typhoon and posting it on social media so everyone knows they did something good.
Level II: Conventional Morality (Morality of Conventional Role Conformity) (8-13 yrs old) Stage 3: Good Interpersonal Relationship
The child becomes aware of the rules of the society, so judgement concern obeying the rules to uphold the law and avoid guilt. e.g., Crossing the pedestrian crossing or going on a full stop when the traffic light turned red.
Stage 4: Maintaining Social Order
Child becomes aware that while rules might exist for the betterment of everyone, there are times you have to bend the law for self-interests. e.g., Some lawyers study the law so in case they need it, they can find a loophole so they won’t be convicted.
Level III: Postconventional Morality (Morality of Autonomous Moral Principles) (14-older yrs old) Stage 5: Social Contract and Individual Rights
People developed their own set of moral guidelines, which may or may not fit the law. The principles apply to everyone. They do what they think is right regardless of legal restrictions or opinion of others. e.g., LGBTQIA++ community are still being discriminated and just tolerated by the society, but certain someone thinks that they deserve better. Thus, they do everything to recognize the rights of the people of the minority.
Stage 6: Universal Principles
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| Term | Definition |
|---|---|
The child/individual is good to AVOID PUNISHMENT because punishment equates, they must have done something wrong “What will happen to me if I do this?” | Level I: Preconventional Morality (3-7 yrs old) Stage 1: Obedience and Punishment Orientation |
Children recognize that there is not just one right view that is handed down by authorities. They conform to rules out of self-interest and consideration what others can do for them. “You scratch my back, I’ll scratch yours.” | Level I: Preconventional Morality (3-7 yrs old) Stage 2: Individualism and Exchange |
The child is good in order to be seen as a good person by others. Approval of others is important. e.g., Donating to the victims of the recent typhoon and posting it on social media so everyone knows they did something good. | Level II: Conventional Morality (Morality of Conventional Role Conformity) (8-13 yrs old) Stage 3: Good Interpersonal Relationship |
The child becomes aware of the rules of the society, so judgement concern obeying the rules to uphold the law and avoid guilt. e.g., Crossing the pedestrian crossing or going on a full stop when the traffic light turned red. | Stage 4: Maintaining Social Order |
Child becomes aware that while rules might exist for the betterment of everyone, there are times you have to bend the law for self-interests. e.g., Some lawyers study the law so in case they need it, they can find a loophole so they won ’t be convicted. | Level III: Postconventional Morality (Morality of Autonomous Moral Principles) (14-older yrs old) Stage 5: Social Contract and Individual Rights |
People developed their own set of moral guidelines, which may or may not fit the law. The principles apply to everyone. They do what they think is right regardless of legal restrictions or opinion of others. e.g., LGBTQIA++ community are still being discriminated and just tolerated by the society, but certain someone thinks that they deserve better. Thus, they do everything to recognize the rights of the people of the minority. | Stage 6: Universal Principles |
People consider the effect of their actions not only on other people but on the universe as a whole | o Cosmic Stage |
Offers opportunities to learn info, master new skills, and sharpen old skills | Educational and Vocational Issues |
Form of education that promotes social responsibility and service to the community | o Service Learning |
Low teacher expectations Differential treatment Less teacher support Perceived irrelevance of the curriculum to culturally under-represented groups | o Dropout reasons |
Coherent conception of the self, made up of goals, values, and beliefs to which the person is solidly committed | Identity |
Adolescence is a time-out period which is the ideal for the development of identity, allowing young people the opportunity to search for commitments to which they could be faithful | Psychosocial Moratorium |
Sustained loyalty, faith, or a sense of belonging to a loved one, friends or companions | o Fidelity • Identification with a set of values, an ideology, a religion, a political movement, or an ethnic group • Inability to develop fidelity may have an unstable sense of self, insecure, and fail to plan for themselves and the future |
A period of conscious decision-making | o Crisis |
A personal investment in an occupation or ideology | o Commitment |
Believes that his “ways” are the only ways | o Maladaptive Tendency: Fanaticism |
Repudiate their membership in the world of adults and, even more, they repudiate their need for an identity | o Malignant Tendency: Repudiation |
4 types of Identity status | Identity Achievement: crisis leading to commitment Foreclosure: commitment without crisis • Result of exploring choices but accepting someone else’s plans for her life • Uncritically accepted others’ opinions Moratorium: crisis with no commitment yet • Actively grappling with his identity and trying to decide the path he wants his life to take • Exploration Identity Diffusion: no commitment, no crisis |
Crisis leading to commitment | Identity Achievement |
Commitment without crisis • Result of exploring choices but accepting someone else’s plans for her life • Uncritically accepted others’ opinions | Foreclosure |
Crisis with no commitment yet • Actively grappling with his identity and trying to decide the path he wants his life to take • Exploration | Moratorium |
No commitment, no crisis | Identity Diffusion |
Includes practices that teach children about their racial or ethnic heritage, promote cultural customs and traditions, and foster racial/ethnic and cultural pride | o Cultural Socialization |