Ed psych 5-3 and 5-5
Ed psych 5-3 and 5-5 EIPT 3473
Popular in Educational Psychology of Childhood and Adolescent Development
Popular in Education and Teacher Studies
EDAH 2963 - 001
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This 2 page Class Notes was uploaded by Crystal Neill on Saturday May 7, 2016. The Class Notes belongs to EIPT 3473 at University of Oklahoma taught by Ben Heddy in Winter 2016. Since its upload, it has received 24 views. For similar materials see Educational Psychology of Childhood and Adolescent Development in Education and Teacher Studies at University of Oklahoma.
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Date Created: 05/07/16
1 essay q: relate 4 concepts from unit 3 and relate them to 4 concepts from unit 4 Other essay q: 4 discussion posts basically for unit 3 Four Components of Moral Behavior • Moral action depends on 4 aspects ◦ Moral sensitivity ‣ Thinking about moral considerations in a situation ◦ Moral judgement ‣ Which schema is the person using to choose how to act? ‣ Eg. Normative, personal interest, post-conventional ◦ Moral motivation ‣ Once they choose an action, is the person motivated to actually do it? Do they value morals above other things? ◦ Moral character ‣ Does the person have the courage and drive to actually carry out the action? • Ways to foster moral development ◦ Lay out expectations clearly and stick to them ◦ Help kids understand why certain rules exist ◦ Introduce kids to models of good moral behavior ◦ Show them how to reason through dilemmas by talking to them ◦ Show them different viewpoints ◦ Don't shield them entirely from disequilibrium as it helps them mature ◦ "Plus one" reasoning: use reasoning one stage above where they are right then to help them move up gradually ◦ Give praise when kids are good ◦ Inductive "parenting" infractions: help them ﬁgure out why they got in trouble for something ◦ Shame over guilt ‣ Shame is caused by expressing anger and withdrawing love, and it causes feelings of being a bad person and feeling worthless and helpless. ‣ Guilt is caused by showing disappointment and keeping high expectations, and it causes feelings of being a good person who did a bad thing, as well as the desire to ﬁx it. Prosocial Behavior • All kids are capable of sharing, helping, comforting, and other prosocial behaviors • Altruism is doing something for someone else with no other motives ◦ Sympathy: feeling concern for someone even when you've never gone through something, outcome of empathy ◦ Empathy: emotionally matching what someone else is feeling, especially if you've gone through it yourself ◦ Wanting to act in ways consistent with your conscience • Genetics and Prosocial Behavior ◦ Not huge inﬂuence ◦ Somewhat based in temperament ◦ Much more environmentally based • Environmental Inﬂuence ◦ Family socialization ‣ Constructive and supportive discussion help kids develop Prosocial behavior and sympathy ‣ Reason when disciplining and consider other options for them and why those might have been better, as well as considering implications of their behavior for others ◦ Show them people who make good Prosocial decisions ◦ Do prosocial activities yourself ‣ Ex. Go volunteer in the community with your kids Aggression • "Behavior aimed at harming or injuring others" • Physical aggression: acts that could cause bodily injury ◦ Slows down after early childhood ◦ If it doesn't, either ‣ Reactive aggression: reacting to a situation ‣ Proactive aggression: bullying, initiating aggression just because you feel like it ◦ Relational aggressions: acts that affect personal relationships badly ‣ Calling names, spreading rumors, manipulating ◦ Most teens can control overt aggression, but instances of serious violence increase • Inﬂuences on aggression ◦ Limited genetic component ◦ Much more environmental ‣ Families • Inconsistent discipline • Harsh and cold, non-abusive, physical punishment • Abuse or violence in the home • Negative reinforcement ◦ Parents give in to screaming and demanding ◦ Kid screaming for toy in grocery store ‣ If the parent gives in, teaches them that they can get things by being aggressive ‣ Should just walk away ◦ Double reinforcement. Kid learns aggression makes progress, adult learns giving in makes crying stop ‣ Peers • Aggressive models make kids more aggressive • Antisocial friends • Antisocial peer group in general • Aggressive kids tend to form friendships with other aggressive kids ◦ How to promote prosocial behavior and confront aggressive behavior ‣ Problem-solving in social situations • Be very explicit and name it ‣ Label behaviors as inappropriate or appropriate while they're happening ‣ Plan group activities where they have to work together ‣ Expose to prosocial models • Be very careful about who ‣ Give clear expectations for behavior ‣ Seek intervention when kids or teens are being aggressive
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