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Adolescent : emotional + Moral Development, (life events, social/emotional…
Adolescent : emotional + Moral Development
Physical
hormonal
sleep
brain development
synaptic pruning
Secondary sex characteristics (look like adult)
cognitive
12 = move from concert operational > formal Operational (Piaget)
lose belief 'one reality' complex
= parents/ teachers are not always right - scary/frustrating
emotional development
importance
Relationships/social interaction
Moral
Mental health
Key aspects
Theory of mind
everyone has their own feelings and thoughts (2yrs)
Intentions
own + others (2yrs) ability to separate intentional + unintentional
emotions
6 primary
anger
fear
sadness
surprise
happiness
Discuss
self conscious (2yrs)
pride
shame
embarrassment
self centred
Embarrassment
Envy
Empathy
evaluate own B + intentions with internal + external standard
self conscious evaluation emotions
pride
guilt
shame
little development 2/3 yrs > adolescences - we 'elaborate'
show/hide emotions 8yrs
conflict by adolescence
introspect - examining lives and emotions
emotions : triggered by abstract ideas
lose ability to trust what is known- allows emotions to dictate actions/B
emotional changes
brought in by hormonal fluctuations
most intense in early adolescence
Peers have larger influence on emotions and hormones.
social/ cultural influences
expectation, ritual + 'milestones'
transition from child to adult
moral development
moral reasoning, Right/wrong
influence how we interact with others
Piaget + moral development
Heteronomous Morality (Moral Realism)
5-9 yrs
Morality comes from outside/authority
Intension has little importance
Autonomous Morality (Moral Relativism)
10yrs
Morality is based on personal rules
intentions more important then consequences
study
interview with scenarios
small scale
cut big/small whole
result
moral realism
naughtier - big hole
moral Relativism
intentions not noble
different ideas/models of what is justice + fairness
distributive justice (equality (child allowance ))
meritocratic justice (merit (cao))
Equity (based on needs(reasonable accommodation))
Recognitive justice ( relational, respect, esteem)
recognition of everyone's unique contribution to society
Kohlberg
developed Piaget theory
study
interview > presented with choices
72 Boys, 10-16yrs
interest in reasons for answers not the answers
result - reasons tend to change as children get older
3 distinct levels of moral reasoning
level 1 : pre-conventional
no personal code of morality, instead shaped by adults
consequences of breaking the rules
authority: outside the individual + reasoning is based on consequences of actions
stage1: Obedience + punishment
stage 2 : Individual + Exchange
not just one right view
Heinz> approach: concert interests of the individual involved
Level2 : conventional
begin to internalise the moral standards of valued adult role models
Authority is internalised but not questioned, reasoning based on Norms of the group of which people belong to
stage 3: Good interpersonal relationship. good = good person
Stage4 : Maintaining social order - aware of wider rules of society
Heinz > approach as member if community/ society
Balance personal + social expectations and interest
Level 3 :post-conventional
individual judgement is based on chosen self principles and moral reasoning
10/15% capable of reaching this level- requires abstract thinking
Stage 6 : Universal Principle : own set moral guidelines don't match law
Principles apply to everyone
stage 5 : social contract + individual Rights > greater good
Heinz : life over law
2 substages
pass through them in order
Heinz dilemma
Limitations
dilemmas are unfamiliar to most
Hypothetical
Gender bias - only male
more support
Kohlberg + colby at al
distinct stages = weak
Teachers as moral persons
Dewey 1916
action oriented individual who carry out well intentioned plans + more interested in working together
Declarative Vs Procedural morals
teachers should adopt a inquiry stance to promote action - oriented students
teaching methods - learner centred + should result in the promotion of moving ideas from each student
teachers are characterised as moral persons
life events
secondary> primary
environment
subjects
routine
classmates
teachers
emphasis on romantic
social/emotional skills
self awareness
identify feels
strenghts
limitations
regulate feelings
decision making
respect others
empathy
interpersonal activity
communication
building relationship
asking for help
ethic