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Psychology of Adolescence Week 6

by: Katerina Patrinos

Psychology of Adolescence Week 6 Psy 332

Marketplace > University of Wisconsin - Whitewater > Psychlogy > Psy 332 > Psychology of Adolescence Week 6
Katerina Patrinos
GPA 3.7
Psychology of Adolescence
Dr. Fruiht

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Psychology of Adolescence
Dr. Fruiht
Class Notes
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This 9 page Class Notes was uploaded by Katerina Patrinos on Thursday October 29, 2015. The Class Notes belongs to Psy 332 at University of Wisconsin - Whitewater taught by Dr. Fruiht in Fall 2015. Since its upload, it has received 27 views. For similar materials see Psychology of Adolescence in Psychlogy at University of Wisconsin - Whitewater.


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Date Created: 10/29/15
Psychology of Adolescence Psych 332 10132015 Moral Development and Autonomy What is autonomy Autonomous self law 0 you set your own rulesself governing adolescents become more capable of governing themselves 0 big change in adolescence emotional autonomy o emotional independence from others 0 self governing of your own emotions during adolescence we get better at regulating our emotions Behavioral autonomy 0 Make independent decisions 0 Self governing in terms of our behaviors Cognitive autonomy 0 Developing one s own set of beliefs and principles 0 Thinking for myself Why do adolescents become autonomous Socioemotional changes differentiation from parents emotional and reliance upon peers behavioral 0 We learn how to step away from mom and dad and step away from their rules 0 Shift in self disclosure 0 Cognitive changes able to make plans behavioral think about abstract ideas and understand relativism cognitive 0 Executive functions are developing 0 We can think of the world in a different way abstract ideas 0 Relativism the world is not just black and white terms of gray People have different opinions on things and I can choose what I believe Detachment Freud o Reemergence of sexuality causes family tensions Cat example kitten gets given away and comes back a year later they probably wont acknowledge them and will ght 0 Adolescents detach emotionally from their parents 0 quotstorm and stressquot Modern Theories of Emotional Autonomy No quotblow out mementoquot of quotstorm and stressquot 0 lndividuation starts in infancy and happens progressively over time o If a newborn cries most parents tend to them right away but 8 months they might let their baby cry a little bit before they go to them 0 Take responsibility for action and choices 0 Learn to quotself soothequot What does Emotional Autonomy look like Erikson Parents become quotdeidealizedquot 0 Start to see mom and dad as quot awedquot creatures 0 Mom and dad stop being super heroes and are just people Adolescents depend increasingly on themselves not their parents 0 Also tend to go to friends more than their parents Adolescents feel autonomous and individuated in their relationships with parents What cause this to happen Psychosexual sexuality causes family tension 0 Adults competing for the attention of the opposite sex 0 Parents not wanting their kids to wear certain close wear makeup because know why and don t want to think about it 0 Biological changes in appearance change the way parents view teens and teens view themselves 0 Look more like an adult so your going to be treated like an adult Socialcognitive social expectation and cognitive developments cause the relationship to changes 0 Social there is an expectation for us to deal with things on our own and not turn to mom for everything Mammas boy Behavioral Autonomy Adolescence become better planners better longterm thinkers and better at controlling impulses o If you break the rules at home like curfew the ropes are more likely to get tightened at home where as if you are home on time you are more likely to get more autonomy from them 0 More capable of making plans and decisions and want more autonomy in decision making 0 Being in charge of your own behavior Cognitive autonomy Developing one s own set of beliefs and principles Adolescents are better able to understand moral political and religious issues and can begin to think critically about their own beliefs and values Morality our own sense of what s right and wrong Kohlberg s Stages of Moral Development 0 Moral thinking becomes less rigid and more relative 0 Things are less cut and dry PreConventional individual a 1 and 2 stage Conventional social n 3 and 4 PostConventional more about humanity at large n 5 and 6 Stage 1 0 quotrightquot is whatever doesn t get you in trouble It doesn t count if you don t get caught Obey the grown ups Its not about impact on other person only focus on getting in trouble Stage 2 0 quotrightquot is about equality Things should be split and exchanged equally I can do what is best for me and so can you 0 Governed by rules still but not thinking about the larger consequences 0 Thinking for ourselves with what we do 0 I m gonna do what s best for me and I understand the consequences Stage 3 0 quotright is being nice to everyone We should all just follow the rules and get along 0 start thinking about everyone 0 if we all could just follow the rules there wouldn t be a problem 0 social consequence rather than individual Stage 4 0 quotrightquot is based on our social consensus of following the social norms and rules Everyone should just follow the rules Stage 5 0 quotrightquot is based on human rights and what I value as a person Sometimes the lawsocial rules hurt people Those laws aren t quotrightquot 0 morality is about what is best for humanity Stage 6 0 quotrightquot is based on human rights and doing the most good for the most people Our individual losses and gains must be understood in the context of the greater good Kohlberg s Stages 0 Provided individuals with series of moral dilemmas and conducted interviews about how they felt about the characters actions 0 The answer doesn t matter The reason does 0 Remember Heinz PreConventional The shouldn t break the rules because he will get in trouble or go to jail he should be punished for breaking the rules The druggist was following the rules and needs to make money Heinz should have found a way to stealacquire the drug without getting in trouble because if he lets his wife die he will get in trouble for that 0 Focus on following rules and avoiding punishment ConvenUonal He was desperate and wanted to save his wife because that s what a good husband should do but he should be punished because he broke the law The druggist ahs a right to not be stolen from Heinz should have thought about the consequences even though he made a morally right choice laws are laws 0 Focus on social order justice and law Postconventional The druggist was being unethical and violating a human right life which is far worse than violating a law stealing Heinz should not be punished harshly because he did what was morally right in a desperate situation But he should have considered the lives of others and the value of all human life not just his wife s Focus on universal human rights and consideration of conscience not laws How does Morality develop 0 Cognitive development 0 Our brains work differently during adolescence 0 Think more abstractly about morality Social interactions 0 Classrooms will start teaching you about consequences Moral exemplars o encourages people to think about the most moral people they know 0 Conversations about morality 0 Having conversations about morality with young people makes a difference Challenging questions about morality Major criticisms Postconventional reasoning is rare doesn t exist in all cultures 0 Most people end in conventional Gender differences exist in responses and development 0 Women are more likely to be socialize Moral reasoning doesn t match moral behavior What causes moral behavior Moral competence ability to produce moral behavior 0 Moral performance producing those behaviors in real situations dependent on motivation and incentives 0 We can know what is right but not do it 0 You can say you are willing to donate 100 dollars for the homeless but then when you see a homeless person and they ask for some change you don t give them any What causes moral performance Bandura o Selfregulation is the key to positive moral behavior no just abstract reasoning I m going to control that impulse and regulate myself 0 Social learning bobo doll Eisenberg o Empathy and other prosocial feelings contribute to positive moral development Being able to feel other peoples pain quotI know what it would feel like if someone did that to mequot really teach young kids about other people pain Empathy Pros cial behavior Positive pare n tin Other forms of cognitive Autonomy Perry s Scheme of intellectual development 0 As we enter anew eld of thinking or knowledge we progress through a series of stages to achieve autonomy Dualism 0 There is a clear right and wrong my teachers or parents know what is right Multiplicity 0 Everyone has their own opinion There is no truth 0 There is not right and wrong everyone has their own idea quotSophomore Crisisquot Relativism There are many answers some are better than others Commitment 0 I know what I believe and why I believe it and reserve the right to keep learning Other forms of Cognitive Autonomy Religious Autonomy 0 Like moral and political beliefs adolescent religious beliefs become more abstract more principled and more independent How do religious beliefs change 0 Abstract Movement away from concrete literal thinking about religions beliefs and practices 0 Think more about the meaning of things kneeling eating cracker etc o Principled more connected to moral understanding of right and wrong not just about what you re taught 0 Independent more based in their own independently explored ideas not their parents beliefs Adolescent Religious Involvement Religious participation declines through adolescence more drastically than religious importance


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