1. Self and Moral Development Middle Childhood thru Early Adolescence

2. Formations of Self Concept Preschool Preschool Early School Age Early School Age Middle Childhood and Early Adolescence Middle Childhood and Early Adolescence

3. Ratio of aspirations to successes Class activity Class activity

4. Social comparisons Cls w/ lower self-esteem will be more effected by external evaluative messages and are more reactive to social feedback Cls w/ lower self-esteem will be more effected by external evaluative messages and are more reactive to social feedback Are reluctant to call attention to selves and more self protective Are reluctant to call attention to selves and more self protective

5. Self esteem Competence Competence In important (to the client) domains In important (to the client) domains Plus Plus Social Support Social Support

6. Gender, Race, & Ethnicity Girls vs. Boys Girls vs. Boys Minorities Minorities

7. Morality 1) Capacity to judge right from wrong 1) Capacity to judge right from wrong 2) Preferring to act in ways judged right 2) Preferring to act in ways judged right NOT THE SAME AS RELIGION NOT THE SAME AS RELIGION

8. Morality Concern for others Concern for others Sense of justice Sense of justice Trustworthiness Trustworthiness Self-control Self-control

9. Moral Development Theories Freud’s: Not supported by research Freud’s: Not supported by research 3-5 yrs; superego; identification 3-5 yrs; superego; identification Piaget: Not exactly accurate Piaget: Not exactly accurate Premoral Premoral Heteronomous 5-8 Heteronomous 5-8 Autonomous 8-12 Autonomous 8-12 Kohlberg: Not exactly accurate Kohlberg: Not exactly accurate Preconventional Preconventional Conventional Conventional Post-Conventional Post-Conventional

10. So what do we know By age 3 children judge moral rules as more serious than conventional rules By age 3 children judge moral rules as more serious than conventional rules By 4 to 5 they will not want to break a moral rule even if told to do so by an adult By 4 to 5 they will not want to break a moral rule even if told to do so by an adult By 9-10 they can classify moral vs conventional rules By 9-10 they can classify moral vs conventional rules By adolescence they tend to believe parents have the right to regulate and enforce moral behavior, may have minimal conflict around conventional behavior, and have high conflict around personal rules By adolescence they tend to believe parents have the right to regulate and enforce moral behavior, may have minimal conflict around conventional behavior, and have high conflict around personal rules

11. Altruism Emotions Emotions After preschool children: After preschool children: Decentering +understanding others emotions + perspective taking + role taking = Decentering +understanding others emotions + perspective taking + role taking = increased empathy/sympathy increased empathy/sympathy Older children- abstract thinking allows for empathy toward groups not observed Cognitions: need-based reasoning-balancing personal/other needs Cognitions: need-based reasoning-balancing personal/other needs Pre-school: concern for own needs Pre-school: concern for own needs Early Elem: may see other’s needs & act on them, no guilt Early Elem: may see other’s needs & act on them, no guilt Later Elem: recognize helping is required/ socially approved Later Elem: recognize helping is required/ socially approved Adol +: sympathy, guilt, duty, self-respect, consistency w/ own values Adol +: sympathy, guilt, duty, self-respect, consistency w/ own values Other Other Positive self concept (competent & secure) & assertiveness -> altruistic Positive self concept (competent & secure) & assertiveness -> altruistic

12. Parenting that promotes Altruism Authoritative w/ mild power assertion & induction Authoritative w/ mild power assertion & induction Parents modeling pro social values & happiness @ altruism Parents modeling pro social values & happiness @ altruism Altruistic role models they respect Altruistic role models they respect Provide opportunities for prosocial action Provide opportunities for prosocial action

13. Other ways to promote empathy Help empathize w/ other’s distress Help empathize w/ other’s distress Focus on other vs. self = self-control Focus on other vs. self = self-control Increase affective & cog empathy Increase affective & cog empathy Balance concern for self w/ concern for others Balance concern for self w/ concern for others

14. Applications Self esteem Self esteem Inflated but tentative self-esteem Inflated but tentative self-esteem Real vs perceived self dissonance Real vs perceived self dissonance Realistic view of social support Realistic view of social support Internalized values/standards Internalized values/standards Parents firm and nurturing Parents firm and nurturing Community relationships Community relationships