Ch. 13

Meaning-making coping

drawing on beliefs, values, and goals to change the meaning of a stressful situation, especially in times of high levels of stress such as when a loved one dies

Mutual interpersonal expectations, relationships, and interpersonal conformity

Kohlbergs' third stage or moral development. At this stage, individuals value trust, caring, and loyalty to others as a basis for moral judgements

Spirituality

experiencing something beyond oneself in a transcendence manner and living in a way that benefits others and society

Moral exemplars

people who have a moral personality, identity, character, and set of virtues that reflect moral excellence and commitment

Preconventional reasoning

the lowest level in Kohlberg's theory of moral development. The individual's moral reasoning is controlled primarily by external rewards and punishments

Care perspective

the moral perspective of Carol Gilligan; views people in terms of their connectedness with others and emphasized interpersonal communication, relationships with others, and concern for others

Hidden curriculum

the pervasive moral atmosphere that characterizes every school

Individualism, instrumental purpose, and exchange

the second stage Kohlberg stage of pre conventional reasoning. At this stage, individuals pursue their own interests but also let others do the same

Autonomous morality

the second stage of moral development in Piaget's theory, displayed by children about 10 years of age and older. At this stage, children become aware that rules and laws are created by people and that in judging an action they should consider the actor's intentions as well as the consequences

Conventional reasoning

the second, or intermediate, level in Kohlberg's theory of moral development. At this level, individuals abide by the standards of others such as parents or the laws of society

Universal ethical principles

the sixth and highest stage in Kohlberg's theory or moral development. Individuals develop a moral standard based on universal human rights

Social cognitive theory of morality

the theory that distinguishes between moral competence-the ability to product moral behaviors-and moral performance-performing those behaviors in specific situations

Religion

an organized set of beliefs, practices, rituals, and symbols that increases an individual's connection to a sacred or transcendent other (God, higher power, or higher truth)

Altruism

an unselfish interest and voluntary effort in helping another person

Character education

a direct moral education program in which students are taught moral literacy to prevent them from engaging in immoral behavior

Gratitude

a feeling of thankfulness and appreciation, especially in response to someone's doing something kind or helpful

Service learning

a form of education that promotes social responsibility and service to the community

Cognitive moral education

a moral education program based on the belief that students should learn to value things like democracy and justice as their moral reasoning develops; Kohlberg's theory has been the basis for many of the cognitive moral education programs

Values clarification

a moral education program in which students are helped to clarify their purpose in life and decide what is worth working for. Students are encouraged to define their own values and understand others' values

Justice perspective

a moral perspective that focuses on the rights or the individual; individuals independently make moral decisions

Juvenile delinquency

actions taken by an adolescent in breaking the law or engaging in illegal behavior

Conduct disorder

age-inappropriate actions and attitudes that violate family expectations, society's norms, and the personal or property rights of others

Forgiveness

an aspect of prosocial behavior that occurs when the injured person releases the injurer from possible behavioral retaliation

Immanent justice

belief that if a rule is broken, punishment will be meted out immediately

Values

beliefs and attitudes about the way things should be

Moral development

changes in thoughts, feelings, and behaviors regarding standards of right and wrong

Empathy

reacting to another's feelings with an emotional response that is similar to the other's feelings

Moral identity

the aspect of personality that is present when individuals have moral notions and commitments that are central to their lives

Conscience

the component of the superego that punished the child for behaviors disapproved of by parents by making the child feel guilty and worthless

Ego ideal

the component of the superego that rewards the child by conveying a sense of pride and personal value when the child acts accordion to ideal standards approved by the parents

Religiousness

the degree of affiliation with an organized religion, participation in prescribed rituals and practices, connection with its beliefs, and involvement in a community of believers

Social contract or utility and individual rights

the fifth Kohlberg stage or moral development. At this stage, individuals reason that values, rights, and principles undergird or transcend the law

Heteronomous morality (Piaget)

the first stage of moral development in Piaget's theory, occurring at 4 to 7 years of age. Justice and rules are conceived of as unchangeable properties of the world, removed from the control of people

Heteronomous morality (Kohlberg)

the first stage of pre conventional reasoning in Kohlberg's theory, in which moral thinking is tied to punishment

Social systems morality

the fourth stage in Kohlberg's theory of moral development. Moral judgements are based on understanding the social order, law, justice, and duty

Postconventional reasoning

the highest level in Kohlberg's theory of moral development. At this level, the individual recognizes alternative moral course, explores the options, and then decides on a personal moral code