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