Shaffer/Kipp’s Developmental Psychology: Childhood and Adolescence 8e
Chapter 14 Outline
I.
The development of aggression
A.
Aggression
1.
Hostile aggression
2.
Instrumental aggression.
B.
Origins of aggression in infancy
1.
Conflict
.
C.
Developmental trends in aggression
1.
Sex differences
Box 14.1 – Focus on research: How girls are more aggressive than boys
2.
D.
E.
F.
G.
II.
From aggression to antisocial conduct
a.
Retaliatory aggression
b.
Relational
3.
Is aggression a stable attribute?
Individual differences in aggressive behavior
1.
Highly aggressive children
a.
Proactive
b.
Reactive aggressors
2.
Dodge’s social information-processing theory of aggression
a.
Hostile attributional bias – tendency to view harm done under
ambiguous circumstances as having stemmed from a hostile intent
on the part of the harm doer; characterizes reactive aggressors.
3.
Perpetrators and victims of peer aggression
a.
Passive victims (of aggression) –
b.
Provocative victims (of aggression)
4.
Popularity and aggression
a.
Popularity.
Cultural and subcultural influences on aggression
Coercive home environments: Breeding grounds for aggression and delinquency
1.
Parental Conflict and Children’s Aggression
a.
Emotionally unavailable
2.
Families as social systems
a.
Coercive home environment
i.
Negative reinforcement
Methods of controlling aggression in young children
1.
Creating nonaggressive environments
2.
Eliminating the payoffs for aggression
a.
Social-cognitive interventions
Altruism: Development of the prosocial self
A.
Altruism –
1.
Prosocial behavior
B.
Origins of altruism
Shaffer/Kipp’s Developmental Psychology: Childhood and Adolescence 8e
C.
D.
E.
F.
G.
III.
1.
Affective explanations
Developmental trends in altruism
Sex differences in altruism
Social-cognitive and affective contributors to altruism
1.
Prosocial moral reasoning
2.
Empathy: An important affective contributor to altruism
a.
Responses to distress
b.
Socialization of empathy
c.
Age trends in the empathy-altruism relationship
d.
The felt-responsibility hypothesis
Cultural and social influences on altruism
1.
Cultural influences
2.
Social influences
a.
Reinforcing altruism
b.
Practicing and preaching altruism
Who raises altruistic children?
Moral development: Affective, cognitive, and behavioral components
A.
Morality is a set of principles or ideals that help the individual to distinguish right
from wrong, to act on this distinction, and to feel pride in virtuous conduct and
guilt (or other unpleasant emotions) for conduct that violates one’s standards.
1.
Internalization
2.
How developmentalists look at morality
1.
Moral affect
2.
Moral Reasoning
3.
Moral
The affective component of moral development
1.
Newer ideas about development of the conscience
D.
The cognitive component of moral development
1.
Piaget's theory of moral development
a.
The premoral period
b.
Heteronomous
c.
Autonomous morality
2.
Kohlberg's theory of moral development
a.
Level 1: Preconventional
i.
Stage 1: Punishment-and-obedience orientation
ii.
Stage 2: Naïve hedonism
b.
Level 2: Conventional
i.
Stage 3: “Good boy” and “good girl” orientation
ii.
Stage 4: Social-order-maintaining morality
c.
Level 3: Postconventional (or principled) morality –
i.
Stage 5: The social-contract orientation
ii.
Stage 6: Morality of individual principles of conscience
4.
Support for Kohlberg's theory
a.
c.
Shaffer/Kipp’s Developmental Psychology: Childhood and Adolescence 8e
d.
5.
IV.
Evidence for Kohlberg's social-experience hypothesis
i.
Parental and peer influences
ii.
Advanced education
iii.
Cultural influences
Criticisms of Kohlberg’s approach
a.
Is Kohlberg's theory culturally biased?
b.
Is Kohlberg’s theory gender biased?
Is Kohlberg's theory incomplete?
d.
Does moral reasoning predict moral conduct?
e.
Does Kohlberg underestimate young children?
The behavioral component of moral development
A.
How consistent are moral conduct and moral character?
B.
Learning to resist temptation
1.Social modeling influences on moral behavior
C.
Who raises children who are morally mature?
1.
Approaches of discipline
a.
Love withdrawal
b.
Power assertion
c.
Induction
Box 14.2 – Appling research to your life: How should I discipline my children?
2.
A child's eye view of discipline