Chapter 15 Flashcards

Question

Conventional level Kohlberg

Answer 1

• Conventional level: For most adolescents and most adults, moral decisions are based on social norms

Answer 2

• Stage 3 – Interpersonal norms: Act according to other’s expectations. Aim is to win approval of others by being “good”. Heinz should not steal the drug because by doing so people will not think he is an honest person who obeys the law.

Answer 3

• Stage 4 – Social system morality: Adolescents and adults believe that social roles, expectations and laws exist to maintain order within a society and promote the good of all people. Heinz should not steal because this is against the law and society must prohibit theft.

Answer 4

* Conventional level: For most adolescents and most adults, moral decisions are based on social norms * Stage 3 – Interpersonal norms: Act according to other’s expectations. Aim is to win approval of others by being “good”. Heinz should not steal the drug because by doing so people will not think he is an honest person who obeys the law. * Stage 4 – Social system morality: Adolescents and adults believe that social roles, expectations and laws exist to maintain order within a society and promote the good of all people. Heinz should not steal because this is against the law and society must prohibit theft.

Answer 5

• Postconventional level: For some adults, usually over 25, moral decisions are base on personal moral principles

Answer 6

• Stage 5 – Social contract orientation: Adults agree that members of cultural groups adhere to a social contract because a common set of expectations and laws benefits all group members. However, if those laws do not benefit the welfare of individuals then they become invalid. Heinz should steal the drug because social rules about property rights are no longer benefiting individual’s welfare.

Answer 7

• Stage 6 – Universal ethical principles: Abstract principles like justice, compassion and equality form the bases of a personal moral code and sometimes conflict with a society’s laws. Heinz should steal the drug because life is paramount, and its preservation takes precedence over all other rights.

Answer 8

* Postconventional level: For some adults, usually over 25, moral decisions are base on personal moral principles * Stage 5 – Social contract orientation: Adults agree that members of cultural groups adhere to a social contract because a common set of expectations and laws benefits all group members. However, if those laws do not benefit the welfare of individuals then they become invalid. Heinz should steal the drug because social rules about property rights are no longer benefiting individual’s welfare. * Stage 6 – Universal ethical principles: Abstract principles like justice, compassion and equality form the bases of a personal moral code and sometimes conflict with a society’s laws. Heinz should steal the drug because life is paramount, and its preservation takes precedence over all other rights. * Few people ever reach postconventional morality. Stages 3-4 are considered mature

Answer 9

Support for Kohlberg’s Theories • He says this all happens in a predictable order • If this is so this should reflect in ages of people in stages • Older and more advanced thinkers should be more advanced in their oral thinking and they are • Seems people have a lose age range within which they are in a stage • Longitudinal studies (Colby) show that over time people do pass through these stages and rarely skip one\ - over time, they become more advanced in their moral reasoning level or stay the same, they do not go backwards • This varies with culture beyond stages 2 and 3

Answer 10

* Kohlberg’s theories seem to apply to mostly western people * But Gilligan says this emphasis on justice applies to men more than women, who’s reasoning about moral issues, or feminine morality is mostly rooted in concern for others * One of the most important points is that a morality based on an ethic of care is different from the justice-based morality that Kohlberg proposed * Moral reasoning relicts the culture in which a person is reared; North American children and adults reflect their cultures emphasis on individual rights. Other cultures do not have this and hence moral reasoning is not universal

Answer 11

* Spirituality and religion influence this and are an important area of research today * Holder found that children who are more spiritual are happier * If psychologists are not well trained in this, they cannot best serve children with large religious or spiritual components * The Positive Youth Development Framework (PYDF) focuses on positive aspects of development that increase the opportunity for healthy outcomes in children’s lives * Within the PYDF religion and spirituality are defined as things that help * Although religion declined in the west, 75% of teens say they have a spiritual question * In particular this can be important for indigenous teens * Research has linked S/R factors to health-risk behaviours, emotional adjustment, healthy identity formation and a sense of purpose in life (Good, Willoughby & Busseri) * But very little understanding of how S/R affects development over time exists. They did research which showed that 87 percent of youth reported thinking about some form of spiritual or religious connection to the sacred in life – this is a core part of development

Answer 12

• Gilligan proposed a developmental progression in which individuals gain greater understanding of caring and responsibility

Answer 13

• In the first stage, kids are preoccupied with their own needs and survival

Answer 14

• In the second, people care for others, particularly those who cannot care for themselves

Answer 15

Moves to focus on their own belief about morality?

Answer 16

1-2 own needs to accepting responsibility for others 2-3 Wanting to be good to following your own beliefs

Answer 17

* Gilligan, like Kohlberg, says that moral reasoning becomes more qualitatively complex but with development but emphasizes care (helping people in need) instead of justice (treating people fairly) * Actually, genders both think about justice and care

Answer 18

Promoting Moral Reasoning • Sometimes being exposed to more advanced moral reasoning is enough to promote developmental change • Discussion helps • Research shows that moral development comes when adolescents are free to express their opinions on moral issues to their parents

Answer 19

Career Development • It is hard to predict future job trends • Assuming they know what jobs will be available, they must start working towards these • Donald Super (1976) said identity was a primary force in this choice

Answer 20

* At arouns13 or 14, adolescents use their emerging idea about careers, a process called crystallization * Teens use their ideas about their own talents and interests to limit their potential career prospects * Decisions are provisional and teenagers’ experiment with hypothetical careers

Answer 21

• At 18, these activities are extended into specification - they further limit their career possibilities by learning more about specific lines of work and starting to obtain the training required for such a job

Answer 22

* The end of their teens marks the start of implementation. They enter the workforce and learn first-hand about jobs * This period is unstable as they adapt to the realities of the workforce

Answer 23

James Marcia’s Identity Statuses • Is a theory about the level of commitment and exploration teenagers preparing for the workforce might have • There are 4 types

Answer 24

• High commitment/High Exploration – identity achievement: Has explored alternatives, and ais commited to a clearly formulated, self-chosen set of values and goals. They feel well being and know where they are going.

Answer 25

• Low commitment/High exploration – identity moratorium: Holding pattern. Have not made definite commitments. They are exploring and trying out new activities with the goal of finding values tand goals for their lives

Answer 26

• Low commitment/High exploration – identity foreclosure: committed to goals without exploring alternatives. Usually doing what parent wants (family of doctors for example)

Answer 27

• Low commitment/low exploration – identity diffusion, not committed to goals, not trying to find them. May never have explored goals or found the task too scary

Answer 28

Personality-Type Theory • John Holland (1985, 1987, 1996) • People find work fulfilling when the important features of a job or profession fit the workers personality • This is useful for African, Asian, European, native and Mexican-American teens • 6 types

Answer 29

• Realistic – Like physical labour and doing things with their hands. Like to solve practical problems. E.g. mechanic

Answer 30

• Investigative – Are task orientated and enjoy thinking about abstract problems – scientist

Answer 31

• Social – Are skilled verbally and enjoy solving problems with these skills – social worker, therapist, teacher

Answer 32

• Conventional – Have verbal and quantitative skills that they apply to structures, well defined tasks – bank teller, payroll clerk

Answer 33

• Enterprising – Enjoy using verbal skills in positions of power, status and leadership – executive, real estate agent

Answer 34

• Artistic – Enjoy expressing themselves through unstructured tasks – poet, author

Answer 35

* Holland (1996) showed that when people have jobs which match their personality types, in the short term they are more productive and long term they have more stable career paths * Super’s theory shows the developmental progression by which individuals convert general interests into careers and Holland says how to match interests with a specific career

Answer 36

Tests • There are tests that map careers to personality • Holland made the Self Directed Search (SDS) • People answer questions about their skills, job interests and aspirationsThey get a 3 letter summary codethat they can use to find employment and areas of study that match their personality type • The three letters correspond in order to one of the 6 types. Then the aspirations listed say what the person asid they would like to be. Then the report produces lists of training wthat might help with specific jobs and their length • This test can be repeated over the lifespan as people develop and change their interests • It also provided information about leisure activities they might like

Answer 37

Part-Time Employment • Many adolescents work part-time • Adults think this teaches discipline, self confidence and job skills (Steinburg) • Actually, its harmful • School performance drops when they work more than 15 hours per week. This is in part because of time management but it is damaging (Steinberg) • Mental health and behavioural problems can emerge, Long hours, 15-20 a week cause this. Repetitive and boring, but stressful jobs undermine self-esteem and cause anxiety. Extensive part time work is associated with substance misuse • Affluence can be misleading. Typical teenage behavior is to earn and spend on themselves. This causes friction at home with parents paying everything. They learn to spend rather than save • Adolescents do not benefit from part time work

Answer 38

* They CAN work with benefits as long as the hours are short5-10 hours is ok * The type of job matters (Barling, rogers & Kelloway, 1995): when they have jobs that allow them to use skills or develop new ones, their self-esteem increases * When they save money or use it to pay for clothes or expenses, the child parent relationship improves

Answer 39

Learning Disabilities • For some youth with ordinary intelligence, learning is hard • They have a learning disability which means challenges in learning academic subjects which cannot be explained by a deficit in intellect, sensory ability or opportunity • In Canada the Learning Disabilities Association of Canada defines it as a difficulty learnbing or understanding verbal or nonverbal info

Answer 40

* Some people have a specific learning disorder which is diagnosable * Learning difficulty as a term is use in educational or legal settings (American Psychiatric Association, 2018) while specific learning disorder is used clinically and is a diagnosis * 5% of kids in Canada are classed as learning disabled Each learning disability to have an individual cause and treatment (Lyon, 1996) * This makes planning for them very hard * Kids can have multiple issues

Answer 41

• Dyslexia involves problems reading, dysgraphia is problems writing and dyscalculia is problems with math

Answer 42

• Expressive language ability – a person’s ability to make ideas known to others through language

Answer 43

• Receptive language ability - a person’s ability to understand other’s ideas expressed through language

Answer 44

Attention Deficit Hyperactivity Disorder (ADHD) • Most energetic in classrooms, seem out of control sometimes • Difficulty with academics • Difficulty with peer relations • Can lead to severe loneliness • Is a psychological disorder where a person is overactive, inattentive and or impulsive • Not all people with ADHD show these symptoms to the same degree • ADHD is complicated to diagnose and cannot be done so via simple questionnaire • 202-17.8 of all kids diagnosed with this; more common in boys and younger children • How AHDH is classified, who reports it and where it is studied massively affects the prevalence rate – it is controversial • Mo definite correlation between diet and ADHD • Some twin studies point to hereditary causes • Possible link with trauma in childhood and fluoride

Answer 45

• Indigenous youth get diagnosed more (maybe more trauma)

Answer 46

* People do not always “grow out of it” – plenty of adults are diagnosed and have problems with it life long * Ritalin is prescribed, it is a stimulant but has a paradoxical effect – it does the opposite of what you would expect. In this case, it enhances the areas of the brain involved in inhibition * This drug is frequently abused and also does not counter the behavioural aspects; kids need to learn how to regulate their behaviour and attention and hence, drugs alone do not improve school performance * Psychological interventions such as training on control and parental training have been shown to be affective * Medication, instruction, self-regulation and parental training all at once work the best

Answer 47

* Serious delay in cognitive development is diagnosed as “intellectual delay” * Individuals below 18 who demonstrate substantially below average intelligence and problems adapting to an environment * This is a score of less than 70 IQ * Cognitive delay is often manifested in delays of adaptive behavior – a person’s ability to engage effectively in tasks of daily living * Usually diagnosed by conducting * I-1.55% prevalence

Answer 48

* The diagnosis involves assessing the conceptual (academic type tasks), social (empathy, social judgement) and interpersonal communications * If youth are diagnoses in a nonmaternal language, this can lead to many mistakes like lower scores hence, when possible, assess in maternal language with culturally competent testing materials

Answer 49

* Profoundly affected people need supervision and hence are institutionalised * Moderately affected can sometimes support themselves if offered opportunities to perform vocations under oversight * Being able to feel productive and part of a work environment greatly increases feelings of social inclusion for them, whether it is a paid or voluntary post * The Canadian Association for Assisted Living performs advocates for them in Canada

Chapter 15 Flashcards

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