Which of the following describes psychosocial development occurring during the adolescent stage of development quizlet?

Recommended textbook solutions

Myers' Psychology for AP

2nd EditionDavid G Myers

900 solutions

Consumer Behavior: Buying, Having, Being

13th EditionMichael R Solomon

449 solutions

Social Psychology

10th EditionElliot Aronson, Robin M. Akert, Timothy D. Wilson

525 solutions

Psychology

1st EditionArlene Lacombe, Kathryn Dumper, Rose Spielman, William Jenkins

580 solutions

Recommended textbook solutions

Consumer Behavior: Buying, Having, Being

13th EditionMichael R Solomon

449 solutions

HDEV5

6th EditionSpencer A. Rathus

380 solutions

Myers' Psychology for the AP Course

3rd EditionC. Nathan DeWall, David G Myers

955 solutions

Psychology

1st EditionArlene Lacombe, Kathryn Dumper, Rose Spielman, William Jenkins

580 solutions

Recommended textbook solutions

Consumer Behavior: Buying, Having, Being

13th EditionMichael R Solomon

449 solutions

Myers' Psychology for the AP Course

3rd EditionC. Nathan DeWall, David G Myers

955 solutions

Social Psychology

10th EditionElliot Aronson, Robin M. Akert, Timothy D. Wilson

525 solutions

Psychology

1st EditionArlene Lacombe, Kathryn Dumper, Rose Spielman, William Jenkins

580 solutions

The stage of autonomous morality is also known as moral relativism - morality based on your own rules. Children recognize there is no absolute right or wrong and that morality depends on intentions not consequences.

Piaget believed that around the age of 9-10 children's understanding of moral issues underwent a fundamental reorganisation. By now they are beginning to overcome the egocentrism of middle childhood and have developed the ability to see moral rules from other people's point of view.

A child who can decentre to take other people's intentions and circumstances into account can move to making the more independent moral judgements of the second stage. As a result children's ideas on the nature of rules themselves, on moral responsibility and on punishment and justice all change and their thinking becomes more like that of adults.

Children now understand that rules do not come from some mystical "divine-like" source. People make rules and people can change them - they are not inscribed on tablets of stone. With regard to the "rules of the game" older children recognise that rules are needed to prevent quarrelling and to ensure fair play.

Indeed sometimes they even become quite fascinated with the whole issue and will for example discuss the rules of board games (like chess, Monopoly, cards) or sport (the off-side rule) with all the interest of a lawyer. They also recognise that rules can be changed if circumstances dictate (e.g. "You've got one player less so we will give you a three goal start") and if everybody agrees.

With regard to issues of blame and moral responsibility older children don't just take the consequences into account they also consider motives. Children begin to realize that if they behave in ways that appear to be wrong, but have good intentions, they are not necessarily going to be punished. Thus for them a well-intentioned act that turned out badly is less blameworthy than a malicious act that did no harm.

So in the previous research study children of 10 and over typically consider Margaret the naughtier child. Although Marie made a much bigger hole in her dress she was motivated by the desire to please her mother whereas Margaret may have caused less damage but did not act out of noble intentions.

It all goes to show, in Piaget's opinion, that children are now able to appreciate the significance of subjective facts and of internal responsibility.

Children's views on lying also change. The seriousness of a lie is judged in terms of betrayal of trust. They now recognise that all lies are not the same and, for example, you might tell a "white lie" in order to spare someone's feelings.

They also recognise that if someone says something that they know not to be the case this doesn't necessarily mean the other person is telling a lie. It could be that they made a mistake or that this is a difference of opinion. Overall lying is now considered wrong not because you get punished for it by adults (the younger children's view) but because it is a betrayal of trust and undermines friendship and co-operation.

With regard to punishment the emphasis now moves from retribution to restitution. It's purpose is not primarily to make the guilty suffer but to put things right again.

In other words punishment should be aimed at helping the offender understand the harm (s)he has caused so that (s)he will not be motivated to repeat the offence and, wherever possible, punishment should fit the crime - say for example when a vandal is required to make good the damage (s)he has caused.

Older children also recognise that justice in real life is an imperfect system. Sometimes the guilty get away with their crimes and sometimes the innocent suffer unfairly. For younger children collective punishment is seen as acceptable.

For example they would not disagree with a whole class being punished for the misdeeds of a single child. For the older children it is always considered wrong to punish the innocent for the misdeeds of the guilty.

Overall Piaget describes the morality of the older child as an autonomous morality i.e. a morality that is subject to its own laws. The change is partly seen as a result of the child's general cognitive development partly due to declining egocentrism and partly to the growing importance of the peer group.

The reference group for children's moral beliefs is increasingly focused on other children and disputes between equals need to be negotiated and compromises made. In place of the unilateral respect the younger children owed to their parents an attitude of mutual respect governs relations between peers.

Which of the following describes psychosocial development occuring during the adolescent stage of development?

Which of the following are stages in the psychosocial stages of development?

Which best describes the psychosocial theory of development quizlet?

What are Erikson's stages of psychosocial development quizlet?