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Moral - Coggle Diagram
Moral
Aggression
Dev Trends
- Trends: unfocused tantrums -> instrumental (2-3y) -> physical (3-5y) -> verbal (5+y) -> antisocial conduct (adolescence)
** Less physical -> more verbal
** Less instrumental -> more retaliatory
- Sex differences:
** Boys: overtly aggressive - testosterone + gender typing (toys, rough play, expectations)
** Girls: relationally aggressive
- Moderately stable
Individual Differences
- Proactive aggressors: use to achieve personal goals, enhance self-esteem
- Reactive aggressors: retaliatory/provocative - hostile attribution bias, can't control anger to seek solutions
Theories
Social Learning Theory
- Behavioural: direct reinforcement of aggressive behaviour
- Social learning: indirect via observation & prior learning (Bandura's Bobo doll)
- TV / gaming aggression -> aggression
Dodge's Social Information Processing Theory
- Encode social cues -> interpret -> goals -> strategies -> evaluate & select -> enact -> peer eval & response
- Proactive: instrumental aggressive goal
- Reactive: hostile attributional bias, retaliate quickly
Bullies & Victims
Victims
- Boys - more physically, girls - more verbally/psych
- Passive: withdrawn, weak, don't fight back; overprotective, voice fears/doubt
- Provocative: oppositional, try to fight back (hostile attribution - reactive); abused/victimised
- Many chronically bullied
- Negatives: loneliness, anxiety, depression, self-esteem, avoid/dislike school
Bullies
- More likely to smoke, drink, poor student
- Friendships sustain bullying
- Most are disliked
Popularity: well-known & accepted, high status attributes
- Use relational aggression to gain & enhance popularity
Influences
Home influences
- Parental conflict: parents withdraw -> emotionally unavailable -> child - blunted psych reactivity -> aggression
- Coercive home environments: people annoy each other & use aggression to cope; + negative reinforcement; + lack of positive attention
- Multi-direction between parents & children
Cultural influences
More aggressive if:
- Some cultures
- Low socioeconomic (& male, urban) - because of modelling, stress / lack of monitoring
Types
- Instrumental: to get objects / space / privlieges
- Hostile: to injure / harm
- Relational: to damage self-esteem / friendships / social status
Altruism
Definition
- Altruism: concern for others + willingness to act
- Prosocial: act to benefit others
Development of Altruism
- Infancy: begins, depending on temperament & parental reactions (affective explanations)
- Early primary school: more common
- Sex diff: not much; girls share/help more, boys more competitive
-
Influences
Social influences
- Norm of social responsibility: should help others who need it
- Reinforcement verbally (not tangibly)
- Modelling
- Parents: practice & preach; non-punitive discipline
Cultural influences
- Less industrialised: help family more, collectivist
Cognitive
Piaget's Theory of Moral Development
- Rules, via marbles
- Justice, via John & broken cups
Stages
- Premoral: preschool, no rules
- Heteronomous morality: 5-10y
** Rules: moral absolute, from authority
** Consequences, not intent
** Expiatory punishment (for own sake)
** Immanent justice: will be punished
- Autonomous morality: 10-11y
** Rules: can be broken/changed/challenged
** Intent, not consequences
** Reciprocal punishment (matches crime)
** No immanent justice (social unnoticed/unpunished)
Kohlberg's Theory of Moral Development
- e.g. Heinz
- Preconventional
** 1. Punishment-and-obedience: tangible punishments
** 2. Naive hedonism: rewards
- Conventional
** 3. Good girl/boy: gain approval
** 4. Social order maintaining: uphold law
- Postconventional
** 5. Social-contract: social / democratic law
** 6. Individual principles of conscience: universal ethics / justice
Pros - support for
- Invariant sequence (to stage 3/4)
- Social experience (transactive interactions with peers/parents, advanced education, democratic society)
- Cognitive: role-taking required (but not sufficient) for conventional; formal operations required (but not sufficient) for postconventional
Cons
- Doesn't describe non-Western societies well
- Not gender biased, but focuses on morality of justice (socially defined through laws), not morality of care (compassioniate concern for human welfare)
- Underestimates young children - distributive justice
Behavioural
- Some consistency in morality, especially if mature (but never perfectly consistent)
- How kids resist temptation & inhibit acts
- Reinforcement: praise from adults
- Punishment: most effective if firm, immediate, by warm adult + cognitive rationale (-> internal attribution)
- Moral self-concept: 'good/honest' -> resist temptation + more guilt/remorse
- Role models: if similar level, with rationale
Parenting
- Love withdrawal: withhold attention / affection / approval -> no effect
- Power assertion: e.g. spanking, removing privileges -> moral immaturity
- Induction: explain why wrong, effect on others -> moral maturity
** Best -> provides cognitive rationale, induces sympathy - integrate affective/behavioural/cognitive
** Preferred by kids (followed by power)
** May depend on kids' temperament
- Permissive: ignoring
** Least preferred by kids
Morality
Definition
- Distinguish right from wrong
- Act on distinction
- Feel pride | guilt
- Internalised principles
Aspects
- Principled-idealistic
- Dependable-loyal
- Integrity
- Caring-trustworthy
- Fair
- Confident
Affective
Conscience
- Mutually responsive relationship -> committed compliance - sensitive, motivated, internalise parents' signals
- Fear/aloof/insensitive -> situational compliance - from parent's power