Chapter 7 discusses the importance of adolescents developing moral reasoning, prosocial behavior, and moral values. Core values are central to a person’s identity. What has research found about parental influence and the family’s role? Discuss the relationships between religion and specific adolescent behaviors (See especially, p. 195-210). Based on the reading and your resources, how would you go about building moral values and prosocial behaviors into an adolescent?
The Adolescent: Development,
Relationships, and Culture
Fourteen edition
Chapter 7
The Development of Moral
Values
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Learning Objectives
•
•
•
•
•
7.1 Identify theories of moral development
7.2 Identify the main factors that promote prosocial behavior
7.3 Summarize parental practices that foster moral development in adolescents
7.4 Outline the effects of peer influence on morality
7.5 Identify the ways spirituality affects an adolescent’s behavior
7.6 Explain the impact of media on the moral development of American teenagers
7.7 Identify different approaches to teaching morality
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Introduction: The Development of Moral
Values
•
Key Questions:
– How does our moral code influence our behavior and identity?
– What are cognitive influences on moral development?
– What are interpersonal influences on moral development?
– How do culture and society influence moral development?
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7.1: Cognitive-Socialization Theories of
Development (1 of 4)
• 7.1: Identify theories of moral development
– Piaget
• Foundational work
• Key studies
• 7.1.1: Piaget and Children’s Moral Development
– Rules of marbles study
• Morality of constraint
• Morality of cooperation
– Story study
• Objective judgments
• Subjective judgments
– Stages
• Moral realism
• Moral relativism
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7.1: Cognitive-Socialization Theories of
Development (2 of 4)
• 7.1.2: Kohlberg’s Levels of Moral Development
– Levels of moral development
• Level I
• Level II
• Level III
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Figure 7.1
Kohlberg’s Levels and Stages of Moral Development
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Figure 7.1-A
Level I declined sharply from the younger to the older age
groups.
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Figure 7.1-B
Level II increased until age 13 and then stabilized.
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Figure 7.1-C
Level III was essentially absent during the teenage years.
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7.1: Cognitive-Socialization Theories of
Development (3 of 4)
• 7.1.3: Gilligan and Gender Differences in Moral Reasoning
– Gender differences
– Female alternative
• Level I
• Level II
• 7.1.4: Eisenberg’s Theory of Prosocial Reasoning
– Prosocial moral reasoning
• Focus on responsibility
• Not a stage theory
• 7.1.5: The Social-Cognitive Domain Approach to Moral Reasoning
– Social cognitive domain model
• Moral rule
• Social convention
• Personal preference
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Table 7.1
Eisenberg’s Theory of Prosocial Moral Reasoning
Level & Name
Example
Description
Age
Level 1
Hedonistic
“It depends upon how Help so as to reap
much fun the girl
rewards for oneself
thinks the party will
be.”
Level 2
Needs Oriented
“It depends upon how Concern for other’s
Preschool & grade
badly the injured peer needs emerges, even school
needs help.”
when in conflict with
own needs. Little
perspective taking or
empathy
Level 3
Approval Oriented
“It depends upon
what her parent and
friends would think.”
Do what is expected
by society; like to be
seen as helpful
Some grade school
& secondary school
Level 4
Self-reflective
empathic
“She should go for
help if she would feel
guilty if she didn’t.”
Act so as not to feel
guilty; empathy for
others
Some primary &
many secondary
school
Preschool & early
grade school
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7.1: Cognitive-Socialization Theories of
Development (4 of 4)
• 7.1.5: The Social-Cognitive Domain Approach to Moral Reasoning
– Social cognitive domain model
• Moral rule
• Social convention
• Personal preference
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7.2: Moral Reasoning and Prosocial
Behavior (1 of 2)
• 7.2: Identify the main factors that promote prosocial behavior
– Prosocial behavior
• Associations with moral behavior
• 7.2.1: Major Factors Influencing Adolescent Behaviors
– Some influences on prosocial and moral behaviors
• Puberty
• Cognitive skills
• Moral reasoning
• Relationships and culture
• 7.2.2: Moral Identity
– What is a moral identity?
• Part of self-concept
• Bridges the gap
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7.2: Moral Reasoning and Prosocial
Behavior (2 of 2)
• 7.2.3: Age Changes in Prosocial Behavior
– Sources of change
• Perceptions
• Empathy
• Cognitive gains
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7.3: Family Factors and Moral Learning (1
of 3)
•
7.3: Summarize parental practices that foster moral development in adolescents
– What family factors promote moral learning?
• Parental warmth
• Parent–teen interaction
• Discipline
• Modeling
• Opportunities for independence
•
7.3.1: Parental Acceptance and Trust
– Strong attachments
• Conscience
• Positive traits
• Moral courage
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7.3: Family Factors and Moral Learning (2
of 3)
•
7.3.2: Frequency and Intensity of Parent-Teen Communication
– Identification
• Communication
• Socratic dialogue
•
7.3.3: Discipline and Reaction to the Adolescent’s Behavior
– What type of discipline is best?
• Consistent
• Explanations
• Fair
• Democratic
•
7.3.4: Parental Role Models
– Moral parents
• Copying
• Hypocrisy
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7.3: Family Factors and Moral Learning (3
of 3)
•
7.3.5: Opportunities for Independence
– Learned skill
• Opportunities
• Guidance
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7.4: Peer Influence on Morality
•
7.4: Outline the effects of peer influence on morality
– How do peers influence one another’s behavior?
• Peer pressure
• Normative expectations
• Providing opportunities for behaviors
• Modeling
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7.5: Spirituality and Religion
•
7.5: Identify the ways spirituality affects an adolescent’s behavior
– What is spirituality?
• Divine and sacred
• Benefits
•
7.5.1: Religion
– How is religion associated with morality?
• Determinants
• Types
• Degree
• Influences
• Benefits
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7.6: Television, Video Games, and Other
Screen Time (1 of 3)
•
7.6: Explain the impact of media on the moral development of American teenagers
– What are the potential effects of media?
• Viewing violence
• Viewing sex
• Advertisements
•
7.6.1: Violence
– Exposure to violence
• Influences perceptions
• Aggression
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7.6: Television, Video Games, and Other
Screen Time (2 of 3)
•
7.6.2: Sexual Content
– Form of sex education
• Increased exposure
• Influences perceptions
– National Commission on Adolescent Sexual Health Guidelines
• Physically attractive people
• Sexually abstinent teens
• Nonexploitive
• Planned, not impulsive
• Contraceptives
• Parent–child communication
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7.6: Television, Video Games, and Other
Screen Time (3 of 3)
•
7.6.3: Materialism
– Advertisements
• Pervasive
• Content of ads
• Promote materialism
•
7.6.4: Other Concerns
– Body image
• Thin ideal
– Other activities
• Potential for excess
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7.7: Moral Education (1 of 3)
•
7.7: Identify different approaches to teaching morality
– Approaches
• Moral development
• Virtue ethics
• Values clarification
• Analysis
• Service-learning
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Figure 7.2
Approaches to Moral Education
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7.7: Moral Education (2 of 3)
•
7.7.1: The Moral Development Approach
– Influenced by Kohlberg
• Higher order reasoning
• Case studies or moral dilemmas
•
7.7.2: The Virtue Ethics Approach
– Six Pillars of Morality
• Trustworthiness
• Respect
• Responsibility
• Fairness
• Caring
• Citizenship
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Figure 7.3
Six Pillars of Morality
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Figure 7.3-A
Six Pillars of Morality
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Figure 7.3-B
Six Pillars of Morality
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Figure 7.3-C
Six Pillars of Morality
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Figure 7.3-D
Six Pillars of Morality
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Figure 7.3-E
Six Pillars of Morality
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Figure 7.3-F
Six Pillars of Morality
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Figure 7.4
Jonathan Haidt’s Six Pillars of Morality
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7.7: Moral Education (3 of 3)
•
7.7.3: Values Clarification Approach
– Process of valuing
• Awareness
• Freedom to choose values
•
7.7.4: Analysis and Service-Learning Approaches
– Analysis approach
• Critical thinking and reasoning
– Service learning
• Community service
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Summary: The Development of Moral
Values
– Moral reasoning versus moral behavior
– Piaget’s two stages
– Kohlberg’s three levels
– Gilligan and gender differences
– Nancy Eisenberg and prosocial moral reasoning
– Moral progression
– The social-cognitive model
– Moral identity
– Prosocial behavior
– Religion and spirituality
– Media influences
– Moral education
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