{"id":3905,"date":"2018-07-22T17:55:11","date_gmt":"2018-07-22T21:55:11","guid":{"rendered":"https:\/\/www.amyork.ca\/academic\/zz\/?p=3905"},"modified":"2018-07-22T19:03:48","modified_gmt":"2018-07-22T23:03:48","slug":"life-span-development-ii","status":"publish","type":"post","link":"https:\/\/www.amyork.ca\/academic\/zz\/introduction-to-psychology\/life-span-development-ii\/","title":{"rendered":"Life Span Development II"},"content":{"rendered":"<h2>\u00a0Kohlberg\u2019s Theory of Moral Development<\/h2>\n<ul>\n<li>Kohlberg\u2019s initial study included 72 boys ages 10, 13, and 16.<\/li>\n<li>Data was collected through taped interviews in which 10 moral dilemmas were presented to each boy\u00ad select 1 of 2 actions o Questioned reasons for choice\n<ul>\n<li>No Right\/Wrong answer\u00ad individual scored according to mode of reasoning<\/li>\n<\/ul>\n<\/li>\n<li>Concerned not with moral behavior but with moral judgments and process of thought by which individual made his judgment<\/li>\n<li>Levels:\n<ul>\n<li><strong>Level 1<\/strong>\u00ad <strong>Pre\u00adconventional Reasoning<\/strong>\u00ad children using definitions of good\/bad provided by parental authority figures\n<ul>\n<li>No internalization of morality<\/li>\n<li>Follow other people\u2019s rules<\/li>\n<li><strong>Stage 1<\/strong>\u00ad <strong>Punishment and obedience orientation<\/strong>\u00ad moral thinking tied to punishment<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>\uf0fa <strong>Motivation<\/strong>\u00ad avoid punishment<\/p>\n<ul>\n<li><strong>Stage 2<\/strong>\u00ad <strong>Instrumental\u00adexchange orientation<\/strong>\u00ad Trade off to get what you want<\/li>\n<\/ul>\n<p>\uf0fa <strong>Motivation<\/strong>\u00ad satisfy one\u2019s self and gains rewards from others<\/p>\n<ul>\n<li><strong>Level 2<\/strong>: <strong>Conventional Reasoning<\/strong>\u00ad conformity to social conventions based on desire to maintain social order\n<ul>\n<li><strong>Stage 3<\/strong>: \u201c<strong>Good child\u201d orientation<\/strong>\u00ad maintaining good relations and approval of others<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>\uf0fa <strong>Motivation<\/strong>\u00ad avoid disapproval of others<\/p>\n<ul>\n<li><strong>Stage 4<\/strong>: <strong>Law and Order orientation<\/strong>\u00ad judgments based on understanding social order, law, justice, duty<\/li>\n<\/ul>\n<p>\uf0fa <strong>Motivation<\/strong>\u00ad maintain law\/order, concern for community<\/p>\n<ul>\n<li><strong>Level 3<\/strong>: <strong>Post\u00adconventional Reasoning<\/strong>\u00ad self\u00adaccepted moral principles\n<ul>\n<li><strong>Stage 5<\/strong>: <strong>Social Contract orientation<\/strong>\u00ad individual defines morality in terms of general principles and human rights. Still bound by laws of given culture<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>\uf0fa <strong>Motivation<\/strong>\u00ad to gain respect of individual\/community<\/p>\n<ul>\n<li><strong>Stage 6<\/strong>: <strong>Universal Ethical Principles orientation\u00ad <\/strong>that all<\/li>\n<\/ul>\n<p>culturally universal religions or moral authorities might view as right. Not bound by laws of society<\/p>\n<p>\uf0fa <strong>Motivation<\/strong>\u00ad to avoid self\u00adcondemnation for lapses in moral judgment<\/p>\n<ul>\n<li>Critiques of Kohlberg o Problems with sorting individuals into categories\n<ul>\n<li>Difficult of determining at what stage an individual is<\/li>\n<li>Need them to be more concrete o Regression to earlier stages<\/li>\n<li>Should not backslide<\/li>\n<li>Theory seen as developmental o Motivation<\/li>\n<li>May not be true\/fair to say higher levels have greater levels of morality o No evaluation of levels of moral judgment can be used to predict moral behavior<\/li>\n<li>Not a good connection between reasoning\/behavior<\/li>\n<li>Know right thing to do, but do not do the right thing o Gender\u00ad original research only tested boys<\/li>\n<li>More women in stage 3, More males in stage 4\u00ad suggests males are more morally developed<\/li>\n<\/ul>\n<\/li>\n<li>Carol Gilligan:\n<ul>\n<li><strong>Justice perspective<\/strong>\u00ad places a premium on abstract principles of justice, equality, fairness<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>\uf0fa More rule based<\/p>\n<ul>\n<li><strong>Care perspective<\/strong>\u00ad emphasizes responsibility of human beings rather than to abstract principles<\/li>\n<\/ul>\n<p>\uf0fa Women are more pragmatic<\/p>\n<ul>\n<li><strong>Socialization differences<\/strong>\u00ad women are more rewarded for concern for others. Boys concerned with standing up to principles<\/li>\n<\/ul>\n<ul>\n<li>Richard Schweder\u2019s Critique:\n<ul>\n<li><strong>Culture Critique<\/strong>\u00ad biased in favor of individual thinking of Western elitism<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>(higher social class\/ levels of edu)<\/p>\n<p>\uf0fa Other cultures not reflected in Kohlberg\u2019s theory<\/p>\n<p>\uf0fa <strong>Ethic of Autonomy<\/strong>\u00ad individual is primary moral authority<\/p>\n<ul>\n<li>Do whatever but do not hurt others<\/li>\n<\/ul>\n<p>\uf0fa <strong>Ethic of Community<\/strong>\u00ad individual members of social groups to which they have commitments\/ responsibilities<\/p>\n<ul>\n<li>Eastern societies<\/li>\n<\/ul>\n<p>\uf0fa <strong>Ethic of Divinity<\/strong>\u00ad individual is spiritual entity<\/p>\n<ul>\n<li>subject to rules of divine authority\u00ad religion<\/li>\n<li>What does God want you to do<\/li>\n<\/ul>\n<p><strong><u>\u00a0Temperament <\/u><\/strong>\u00ad Individual\u2019s behavioral style and characteristic way of emotionally responding.<\/p>\n<p>Personality you are born with<\/p>\n<ul>\n<li>3 main types identified by Chess and Thomas o <strong>Easy Temperament<\/strong>\u00ad predictable\n<ul>\n<li>Regular schedules for feeding, sleeping, changing<\/li>\n<li>Readily accept new situations\u00ad easy going<\/li>\n<li>Mild reactioin if upset\u00ad good at soothing themselves<\/li>\n<li>Tips for Parents\u00ad Still need you even if not crying\/demanding attention<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>o <strong>Slow to Warm Up Temperament<\/strong>\u00ad less predictable<\/p>\n<ul>\n<li>Cycles less coordinated<\/li>\n<li>Wary of new situations<\/li>\n<li>Tips for parents\u00ad patience. Introduce new things slowly o <strong>Difficult Temperament<\/strong>\u00ad unpredictable<\/li>\n<li>Do not sleep through the night, hungry and need changing at random times<\/li>\n<li>Scared\u00ad bad reaction to something new<\/li>\n<li>Difficult to sooth<\/li>\n<li>Tips for Parents\u00ad not your fault<\/li>\n<\/ul>\n<p>\uf0fa Patience\u00ad negative aspects will fade out ~ 1 \u00bd yr<\/p>\n<p>\uf0fa Easy to get frustrated\u00adwalk away, deep breath<\/p>\n<h2>\u00a0Erikson\u2019s Psychosocial Theory \u00ad 1<sup>st<\/sup> true Life Span Theorist<\/h2>\n<ul>\n<li><strong>Basic Trust VS Mistrust\u00ad <\/strong>first year of life o Most important\n<ul>\n<li>Consistency, predictability , reliability in caretaker\u2019s actions<\/li>\n<li>Good parents= world is a good place o Bas parents= cannot trust anyone\/anything o Mistrust gives sense that world has bad aspects<\/li>\n<\/ul>\n<\/li>\n<li><strong>Autonomy VS Shame and Doubt<\/strong>\u00ad 1\u00ad3 years o Trying to exercise sense of autonomy\/control o Making their own decisions. Being independent o Allow mistakes\u00ad gain competency<\/li>\n<li><strong>Initiative VS Guilt<\/strong>\u00ad preschool years o Child makes plans, sets goals, preservers when attaining them o Let them fail = self\u00adsufficient<\/li>\n<li><strong>Industry VS inferiority<\/strong>\u00ad elementary school years o Learning the useful skills\/tools of wider culture\n<ul>\n<li>Find something they do well\u00ad gives them strength<\/li>\n<\/ul>\n<\/li>\n<li><strong>Identity VS Identity Confusion<\/strong>\u00ad adolescence\n<ul>\n<li>Establish <strong>ego identity<\/strong>\u00ad who one is, one\u2019s place in larger social order o Can change later, form basic sense<\/li>\n<\/ul>\n<\/li>\n<li><strong>Intimacy VS Isolation<\/strong>\u00ad early adulthood years o Establish\/Maintain at least 1 intimate\/romantic relationship o Need to know who you are<\/li>\n<li><strong>Generativity VS Stagnation<\/strong>\u00ad adulthood\n<ul>\n<li>Creation of children\/production of things and ideas through work<\/li>\n<li>Create something that passes on and helps next generation<\/li>\n<\/ul>\n<\/li>\n<li><strong>Integrity VS Despair<\/strong>\u00ad Old Age o Life review\u00ad accomplishments\/regrets o Ego Integrity\/ Ego Despair<\/li>\n<\/ul>\n<h2>\u00a0Dying and Grieving<\/h2>\n<ul>\n<li>We are the only animals that know we are going to die someday\u00ad changes the way we view life Fear of dying is seldom a primary concern for older adults<\/li>\n<li>Elderly do not have major fears associated with death o Pain\n<ul>\n<li>Hospitalization o Leaving others behind<\/li>\n<\/ul>\n<\/li>\n<li>Relatives have own fears of dying\u00ad pull away when needed most<\/li>\n<li>Stages of Dying: Elisabeth Kubler\u00adRoss o <strong>Denial<\/strong>\u00ad do not accept death\n<ul>\n<li>Want another opinion<\/li>\n<li>Cannot be happening to them o <strong>Anger<\/strong>\u00ad \u201cwhy me\u201d<\/li>\n<\/ul>\n<\/li>\n<li><strong>Bargaining<\/strong>\u00ad try anything to live longer\n<ul>\n<li>Want to stay in the life they know o <strong>Depression<\/strong>\u00ad not make any deals<\/li>\n<li>Scared of dying\u00ad withdraw o <strong>Acceptance<\/strong><\/li>\n<\/ul>\n<\/li>\n<li>US have greater problem coping with death than do other cultures Criticisms:\n<ul>\n<li>Small sample\u00ad 200 and most were from western societies o Cancer patients<\/li>\n<\/ul>\n<\/li>\n<li>Stages of Grieving o <strong>Numbness<\/strong>\u00ad feelings of numbness, emptiness, denial of death\n<ul>\n<li>Disconnection from reality o <strong>Yearning and Searching<\/strong>\u00ad intense longing for the loved one<\/li>\n<li>Guilt, anger, resentment<\/li>\n<li>Ghosting is common o <strong>Disorganization, Anger and Despair<\/strong>\u00ad life seems to lose meaning<\/li>\n<li>Disruption of normal activities<\/li>\n<li>Mourn loss of life you would have had with that person o <strong>Reorganization\/Integration<\/strong>\u00ad acceptance of loss<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Reorganize new roles in life<\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u00a0Kohlberg\u2019s Theory of Moral Development Kohlberg\u2019s initial study included 72 boys ages 10, 13, and 16. Data was collected through taped interviews in which 10 moral dilemmas were presented&hellip; <a class=\"continue\" href=\"https:\/\/www.amyork.ca\/academic\/zz\/introduction-to-psychology\/life-span-development-ii\/\">Continue Reading<span> Life Span Development II<\/span><\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[99],"tags":[],"_links":{"self":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/3905"}],"collection":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/comments?post=3905"}],"version-history":[{"count":1,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/3905\/revisions"}],"predecessor-version":[{"id":4754,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/3905\/revisions\/4754"}],"wp:attachment":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/media?parent=3905"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/categories?post=3905"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/tags?post=3905"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}