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Social and Behavioral Outcomes (Boys & Girls are Different (Women'…
Social and Behavioral Outcomes
Chapter 12
Self-regulation of behavior
Self-regulation
The ability to regulate or control one's impulses, behavior, and/or emotions until an appropriate time, place, or object is available for expression
Antisocial behavior
Any behavior that harms other people, such as aggression, violence, and crime
Prosocial behavior
Any behavior that benefits other people, such as altruism, sharing, and cooperation
Aggression
Unprovoked attack, fight, or quarrel
Altruism
Voluntary actions that are intended to help or benefit another person or group of people without the actor's anticipation of external rewards
Antisocial behavior: aggression
Biological theories
Evolution
Genetics
Neuroscience
Social cognitive theories
Learning theory
Information processing theory
The way an individual attends to, perceives, interprets, remembers, and acts on events or situations
Sociocultural theories
Peers
Community
Ecological theories
Complex variables
Child
Personality
Cognitive level
Social skills
Family
Parenting
Interaction
School
Attitudes on handling aggressive behavior
Peer group
Modeling
Norms
Acceptance/rejection
Media
Modeling
Community
Socioeconomic stressors
Attitudes about what constitutes aggressive behavior
Availability of support systems
Mediators contributing to risk
Harsh parental discipline
Lack of maternal warmth
Exposure to aggressive adult models
Maternal aggressive values
Family life stressors
Mother's lack of social support
Peer group instability
Lack of cognitive stimulation
Inhibit Aggressiveness
Organize the environment to minimize conflicts
Set standards, stick to them and provide consequences
Stop aggression immediately
Give children alternative ways of solving problems
Anticipate possible situations in which aggressive behavior may occur
Provide opportunities for cooperative activities
Foster helpfulness and cooperation
Be a positive role model
Discuss rules and the reasons for them
Reward prosocial behavior
Moral development
Piaget's theory
Heteronomous morality
Piaget's stage of moral development in which children think of rules as moral absolutes that cannot be changed
External
Autonomous morality
Piaget's stage of moral development in which children realize that rules are arbitrary agreements that can be changed by those who have to follow them
Internal
Kohlberg's theory
Level I
Preconventional stage 1
Heteronomous morality
Stage 2
Individualism, instrumental purpose, and exchange
Individual considers and weighs the personal consequences of the behavior (What will happen to me?)
Level II
Conventional stage 3
Mutual interpersonal expectations, relationships, and interpersonal conformity
Stage 4
Social system and conscience
Individual can look beyond personal consequences and consider others' perspectives (What will others think of me?)
Level III
Postconventional stage 5
Social contract or utility and individual rights
Stage 6
Universal ethical principles
Individual considers and weighs the values behind various consequences from various points of view (What will I think of myself?)
Stages of moral reasoning are same for all
Progress from one stage to the next, gradually and at differing speeds
The way people reason influences how they actually behave
Role-taking fosters progress through stages
Views on Kohlberg's theory
Moral reasoning and moral behavior
Interviewing technique
Personal interest schema (stages 2 and 3)
Maintaining norms schema (stage 4)
Postconventional schema (stage 6)
Cultural bias
Gender bias
Justice moral perspective
Emphasizes the rights of the individual, when individual rights conflict, equitable rules of justice must prevail
Care moral perspective
Views people in terms of their connectedness with others; others' welfare is intrinsically connected to ones' own
Prosocial behavior: altruism
Biological theories
Freud
Id
Superego
Ego
Adaptable survival trait
Ventromedial area of brain
People's suffering and own misdeeds
Social cognitive theories
Learning theory
Direct reinforcement
Reward
Vicarious reinforcement
Watching someone else get a reward
Observing and imitating a model
Instruction
Learning by doing
Cognitive developmental theories
Perspective-taking
Moral reasoning
Social interactional theories
Communication style
Moralizing
Look, you made Susie cry; it's not nice to pull hair.
Prohibition with explanation or statement of principle
You must never poke anyone's eyes! He won't be able to see!
Withdrawal of love, physical or verbal
I can't hug you when you've been mean
Neutral
Russell is crying because you hurt him
Prohibitions without explanation
Don't ever do that!
Physical restraint
Physical punishment
Parenting style
Control
Setting of certain standards and rules by parents and insistence of adherence
Sociocultural theories
Cooperative
Competitive
Foster prosocial behavior
Be an example
Preach prosocial behavior and give reasons
Be warm and accepting
Set firm standards of behavior
Provide role-playing opportunities
Provide meaningful responsibilities
Discuss how one's actions may affect another's feelings
Provide activities that require cooperation
Suggest specific ways in which children can be cooperative and helpful
Praise prosocial behavior
Morals and morality
Feeling
Reasoning
Behaving
Influences on moral development
Situational contexts
Judgment of the situation
Age of the child
Cultural orientation
Individual contexts (personal characteristics)
Temperament
Innate characteristics that determine sensitivity to various experiences and responsiveness to patterns of social interaction
Self-control
The ability to regulate impulses, behavior, and/or emotions
Self-esteem
Extent to which an individual needs approval from others
Intelligence and education
Social interaction
Emotions
Gender roles and sex typing
Development of gender roles
Theories of gender-role development
Psychoanalytic theory
How one comes to feel like a male or female
Social cognitive theory
Cognitive development theory
Gender schema theory
Socialization influences on gender-role development
Family
Peers
Size of group
Role differentiation
Player interdependence
Explicitness of goals
Number and specificity of rules
Team formation
School
Community
Restrictive
Flexible
Mass media
Screen media
Print media
Audio media
Interactive and multimedia
Boys & Girls are Different
Women's movement
Women still make less money and still do most of the housework
Kids gravitate to certain toys
Toy marketers try to sell less gender stereotyped boys, but it never worked
Some think sexist parenting is to blame
Hardwired different from the womb
Women use landmarks and may struggle with maps, men may have a better sense of direction and won't ask for directions
Women have a better memory for detail
Male monkeys more aggressive
CAH girls
Male newborns startle more than females
Women better at noticing nonverbal cues and more proximal sensitivity
Equality lawsuits
Marshmallow Experiment
Children given choice to eat marshmallow now or wait and have two.
The Good Samaritan
Love thy neighbor as thyself.
That's Not My Job
Dads help out more at home, but moms still do more nitty gritty and are the boss and treats dad as an assistant
Dr. Ron Taffel
The Parenting Quiz
Men may just have a different style
Connect with the kids
The Sacred Responsibilities of Parenthood
In the midst of all that was stirring on this subject in the world, the First Presidency and the Quorum of the Twelve Apostles could see the importance of declaring to the world the revealed, true role of the family in the eternal plan of God (The Family: A Proclamation to the World)
The family is not just the basic unit of society; it is the basic unit of eternity
five concepts that will help insure happy and secure families
Full and Equal Partnerships
Fathers
Mothers
Principles for Marriage and Families
Family Councils
A Man for All Seasons
when a man takes an oath, he's holding his own self in his own hands—like water, and if he opens his fingers then; he needn't hope to find himself again
But since we see that avarice, anger, pride, and stupidity commonly profit far beyond charity, modesty, justice, and thought perhaps we must stand fast a little, even at the risk of being heroes
Sir Thomas refused to be coerced
I Will Not Remove Mine Integrity From Me
two pervasive latter-day sicknesses: (1) the rapidly spreading disease of dishonesty and (2) the contemporary epidemic of ethical failure
Integrity is the quality or condition of being whole, complete, unbroken, and undivided
Honesty is the quality or condition of being truthful, sincere, candid, and worthy of honor
no longer are driven or directed by rules; instead, we learn to govern our lives by principle
Examples of Job and Matilda
If you leave this university with knowledge and skills and a degree but lacking integrity and honesty, then you have failed
13th Article of Faith