AD Self and Moral Development: Middle Childhood Through Early Adolescence

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According to research on self-concept in children,which of the following aspects of self-concept is most closely tied to overall level of self-esteem?
A)Academic self-concept.
B)Social self-concept.
C)Athletic self-concept.
D)Physical appearance.

One factor that promotes self-esteem among minority group members is
A)a strong and positive racial or ethnic identity.
B)being a member of a smaller, rather than a larger, social group.
C)making social comparisons to members of other cultural groups.
D)increased use of reflected appraisals in constructions of self.

Critics of Gilligan's perspective on moral reasoning say that she has
A)overemphasized the importance of concern for others.
B)overemphasized the importance of gender differences in moral reasoning.
C)overemphasized the importance of rewards in moral reasoning.
D)overemphasized the importance of autonomy in moral reasoning.

People are generally motivated to evaluate themselves favorably in relation to others. This tendency is called a
A)self-comparison bias.
B)positive appraisal.
C)social comparison.
D)self-enhancing bias.

Tim is doing poorly in math. Although he knows he's not a very good math student, it does not concern him greatly. He spends most of his time after school playing hockey, a sport at which he excels. Tim's 5th grade math teacher tries to motivate him to stay after school for tutoring, but Tim doesn't want to miss hockey practice. Furthermore, he reasons, two of his teammates have even lower marks in math than he does. Which of the following statements about Tim's self-esteem is most accurate?
A)Tim's global self-esteem is likely to be high because he excels in an area of importance to him.
B)Tim's global self-esteem is likely to be low because he is failing in an important academic area.
C)Tim's global self-esteem is higher in the academic than in the nonacademic area.
D)Tim's global self-esteem is higher in the non-academic than in the academic area.

Billy's babysitter takes him to the park every day where he can play with other preschoolers. When Billy falls or gets hurt, his babysitter soothes him until he feels better. One day Dwayne, another preschool child, falls from the swings. Billy looks concerned and rushes over to help. Then Billy tells his babysitter that Dwayne got hurt. According to research, Billy's prosocial behavior is strongly related to Billy's experience of
A)empathy and sympathy.
B)guilt.
C)anxiety.
D)interest.

Caring for others is an example of a ____________,while using a proper form of address, such as Mister or Miss, is an example of a ____________.
A)conventional rule / personal rule.
B)moral rule / conventional rule.
C)moral rule / personal rule.
D)conventional rule / moral rule.

Tim is doing poorly in math. Although he knows he's not a very good math student, it does not concern him greatly. He spends most of his time after school playing hockey, a sport at which he excels. Tim's 5th grade math teacher tries to motivate him to stay after school for tutoring, but Tim doesn't want to miss hockey practice. Furthermore, he reasons, two of his teammates have even lower marks in math than he does. Which of the following statements about Tim's self-concept is most accurate?
A)Tim's self-concept is low because thinks poorly of himself in math.
B)Tim's self-concept is high because he thinks he is good in athletics.
C)Tim's self-concept reflects some understanding of his strengths and weaknesses.
D)Tim's self-concept is undifferentiated because of his age.

As Selena and her friends are walking home after school they approach a corner store and see bags of candy and snacks on open shelves outside the front door. A young clerk is also outside waiting for customers. As they get closer, they see the clerk go inside the store. Selena's friends encourage her to take a bag of candy, but she refuses. According to Gilligan's theory, how would Selena, if she were an adult, most likely explain why she chose not to steal? A)Selena would explain that her mother taught her that stealing is wrong. B)Selena would explain that it is important to conform to authority. C)Selena would explain that she does not steal because she believes in universal laws of justice. D)Selena would explain that she does not steal because stealing is wrong and because it would cause harm to the shop owner.DMs. Jackson, a middle school counselor, is concerned about the special problems girls face at adolescence. Consider the research evidence for gender differences in self-esteem at this period of development. Which of the following interventions would be most productive? A)Restructure the curriculum to teach subjects from a feminist perspective in order to empower girls. B)Respond more favorably to initiatives developed by girls in the school, giving them priority over boys' initiatives to redress past inequality. C)Conduct group counseling sessions for all female students as a preventive intervention for eating disorders and depression. D)Provide opportunities, modeling, and support for both girls and boys to select courses and activities that could be considered non-traditional with regard to gender.DAs Selena and her friends are walking home after school they approach a corner store and see bags of candy and snacks on open shelves outside the front door. A young clerk is also outside waiting for customers. As they get closer, they see the clerk go inside the store. Selena's friends encourage her to take a bag of candy, but she refuses. How would an individual in Kohlberg's conventional stage of moral reasoning explain Selena's behavior? A)Selena didn't take the candy because she might get caught. B)Selena didn't take the candy because it belonged to someone else. C)Selena didn't take the candy because stealing is a violation of the moral rules of justice and fairness. D)Selena didn't take the candy because it is not good for society when people steal from others.BTim is doing poorly in math. Although he knows he's not a very good math student, it does not concern him greatly. He spends most of his time after school playing hockey, a sport at which he excels. Tim's 5th grade math teacher tries to motivate him to stay after school for tutoring, but Tim doesn't want to miss hockey practice. Furthermore, he reasons, two of his teammates have even lower marks in math than he does. Which intrapersonal process seems to be serving to enhance Tim's self-esteem? A)Tim's self-criticism. B)Tim's self-monitoring of his performance. C)Tim's perspective-taking skills. D)Tim's downward social comparison.DTim is doing poorly in math. Although he knows he's not a very good math student, it does not concern him greatly. He spends most of his time after school playing hockey, a sport at which he excels. Tim's 5th grade math teacher tries to motivate him to stay after school for tutoring, but Tim doesn't want to miss hockey practice. Furthermore, he reasons, two of his teammates have even lower marks in math than he does. Which of the following approaches would you recommend Tim's teacher use with him? A)Try to help Tim gain a more realistic perspective about his weaknesses in math and help him learn the skills he needs to succeed. B)Try to enhance his academic self-esteem by giving him unconditional positive regard. C)Encourage him to focus his attention on sports because that's where his talents are. D)Provide reflected appraisals of positive warmth and encouragement for his efforts in math, regardless of the quality of his efforts.AIndividuals with low levels of self-esteem would be more likely than those with high self-esteem to A)have higher levels of moral reasoning. B)go along with peers even when they do not agree. C)force other people to conform to their wishes. D)lack impulse control.BIndividuals with high levels of self-esteem would be more likely than those with low self-esteem to A)obey authority figures. B)try to be liked by members of a peer group. C)be assertive about expressing something they believe in. D)have higher levels of moral reasoning.CMr. Sanderson is a 1st grade teacher. He believes in fostering children's tolerance for others, encouraging fairness, and promoting cooperative behavior. One of his classroom jobs involves leading the lunch line to the school cafeteria, a coveted role among the students. Vanessa has been line leader of the week. It is now the last day of the week and Mr. Sanderson asks Vanessa to allow Jeremy, a brand new student, a chance to lead the line. Mr. Sanderson is upset with Vanessa when she refuses because he feels she is not being kind. What is the best explanation for Vanessa's behavior? A)At this age, Vanessa is at the premoral stage of prosocial behavior and is unconcerned about other children in the class. B)At this age, Vanessa can engage in needs-based reasoning but may still have difficulty weighing the needs of others against to her own. C)At this age, Vanessa recognizes that she has a duty to share, and her selfishness will probably lead to social problems. D)At this age, Vanessa can not engage in needs-based reasoning so she is unaware that she is being selfish.BWhich of the following statements is true with respect to moral development? A)Children's reasoning about moral issues does not progress in stages. B)Children's ability to reason about moral dilemmas in conventional ways is common among children in late preschool years. C)Many adults reach the point where they reason about moral issues using universal ethical standards. D)Children's moral behavior is always coordinated with their level of moral reasoning.CWhich of the following is a temperamental characteristic that is associated with prosocial behavior? A)Low social anxiety. B)Popularity among peers. C)Coherent self-concept. D)Intelligence.AIt is generally a best practice for counselors to approach working with youngsters who demonstrate anger, noncompliance, and aggression in which of the following ways? A)First assess level of academic ability because these children might be demonstrating underlying learning difficulties. B)Use nondirective and supportive counseling strategies to enhance the child's sense of self-esteem. C)Use guided imagery so that children can access motivations for anger and aggressive behavior. D)Provide structure and a clear set of guidelines for appropriate behavior while seeking to enhance social competence.DA person who perceives neutral events as containing aggressive or threatening meaning is said to possess a A)social information processing tendency. B)hostile attributional bias. C)coercive family interaction style. D)hypervigilant attentional process.BShould character education be taught in school? Identify the pros and cons of this strategy.Character education programs are not a new idea. In 1917,W.J.Hutchins published the Children's Code of Morals for Elementary Schools, emphasizing "ten laws of right living": self-control, good health,kindness,sportsmanship,self-reliance,duty,reliability,truth,good workmanship, and teamwork. In addition to curriculum reform, character education was incorporated into daily school activities with lessons in right living and by initiating student clubs in which moral behavior could be practiced. A massive study by Hartshorne and May in the late 1920s revealed that moral training had little impact on children's moral behavior. In the mid-1960s,a "values clarification approach" to moral education was implemented in school programs in which students were encouraged to examine their own thinking about morality and to come to their own conclusions. Teachers were trained to not impose any code or value system on students. Researchers found some limited evidence that peer discussions, skillfully facilitated by teachers, can help children and adolescents advance to higher levels of moral reasoning. However, teachers struggled with the facilitation of such discussions, and they were concerned some of their efforts might lead children to rationalize unacceptable behavior. Many contemporary programs emphasize widely accepted, even universal, standards of conduct. They typically aim to help children understand why certain standards are important and encouraging behavior consistent with these standards. One of the challenges related to character education is that school personal must whether to develop their own character education program or use one of the many packaged programs available to teachers. One of the more widely used and studied packed programs is the "Child Development Project" Developmental Studies Center,1996),which is designed for kindergarten through sixth grade. The program focuses on four core values fairness, concern and respect for others, helpfulness, and responsibility),is implemented school-wide, and includes a home program as well. Leming 1997)found the program effects the following child characteristics: a)self-esteem, b)sensitivity and consideration of others' needs, c)spontaneous prosocial behavior, d)interpersonal harmoniousness, e)preference for democratic values, and f)conflict resolution skills. Is seems that character education that has clear goals and specifies sound techniques for implementing those goals can be effective in encouraging some aspects of moral thinking, feeling, and behavior. Critics, however, have raised concerns about at least some programs, worrying that children may be indoctrinated, drilled in specific behaviors rather than being encouraged to engage in critical reflection about how to behave. The debate surrounding the efficacy of outcome education programs centers around the extent to which they bring change in behaviors. Outcome research on character education programs have revealed mixed results, even given their primary goal of stimulating students' level of moral reasoning. A further criticism of character education programs is that they tend to treat children and adolescents as if they were homogeneous moral thinkers. One of the potential "cons" of character education programs is that many parents and community leaders have come to expect schools to address problems of rising crime and increasing conduct problems in the schools. TagsLevels of social cognitive ____________ do not always match _____________. A)reasoning / behavior B)attributions / behavior C)behavior / biases D)attributions / reasoningADevelop a case study that reflects the development of an aggressive disorder.Tyler started playing soccer at age 6.From the beginning he showed great talent as a future soccer player. He also demonstrative highly competitive behaviors and attitudes by age 8.By age 10 he was known to tease his teammates about their soccer errors. By the age of 16 he started become quite mean to others on the soccer field. In addition to taunting other players, he frequently engaged in fights on the field with his own teammates and opponents. In addition, he would taunt, tease, and make inappropriate comments to his teammates off the soccer field. On the field, if he believed someone was going to beat him out for the ball, he would act aggressively to the other player with the intent to do physical hard to the other person. At first Tyler's teammates just ignored him, but later they started to complain about Tyler's behavior to the soccer coach and their teachers. In addition to his antisocial behaviors on the soccer field and in school, Tyler began to engage in some risky activities including substance abuse, cheating on school exams, lying, and vandalism of school property. Of greatest concern is that it seems Tyler has a disregard for the harm he might cause others Although we have a limited amount of information, we can see that Tyler's propensity to aggression and conduct problems seem serious to question whether or not his behaviors warrant a diagnosis of oppositional defiant disorder ODD)or conduct disorder CD).In making a diagnosis, a trained mental health professional would consider the nature ,duration, and severity of Tyler's symptoms. Tyler needs a in intervention program that will help him develop prosocial skills such as feelings of empathy and sympathy, and foster improvements in emotion regulation and effortful control. A counselor would also consider the role of social cognition especially perspective-taking skill)in Tyler's aggressive and externalizing behaviors. It would be important to help him understand how he may misattribute negative motives to others that lead him to turn to aggression.What advice would you give to parents who want to develop prosocial behavior in their children?Perhaps the best piece of advice we could offer to parents is that they keep in mind that their parenting behaviors will affect their child's development of self-control, compliance, conscience, and development of prosocial behaviors. Also, it would be important to discuss the benefits of authoritative parenting for the development of prosocial behaviors in children. Through modeling, parents can teach their children about important prosocial behaviors and emotions such as being responsible to the needs of others and knowing how to appropriately express sympathy for the person in need. Some adolescents are able to discuss the relationship between helping and one's self-respect or staying consistent with one's own values. Parents can also provide positive reinforcement when their child voluntarily acts in ways that seem intended to benefit someone else. Parents can explicitly point out to a child that sharing, comforting a friend, helping an elderly neighbor with her lawn, collecting used clothing-all are examples of simple prosocial behaviors that we might see from a child. As the child gets older, parents can point out that acting altruistic or prosocial only specifies that it benefits someone other than the actor, not that unselfish motives are necessarily involved. Parents are encouraged to discuss with their child that prosocial behavior involves more than helping another in need. Behavior such as spontaneously sharing of items occurs in the absence of any apparent need on the part of the other and therefore seems not to rest on emotions like empathy or sympathy. Finally, parents are encouraged to look for opportunities that will allow their child to engage in prosocial behaviors. Researchers found that starting in middle childhood, children who are encouraged to donate in one context are more likely to engage in helping behavior later in another context.A "skills first" approach to mental health problems refers to an approach that A)enhances self-esteem in order to bolster competence, because competence is seen as a by-product of feeling good. B)emphasizes social skills over behavior management. C)emphasizes competence before performance. D)enhances competence in order to bolster self-esteem, because feeling good is seen as a by-product of doing well.DSchulman 2002)defines morality as composed of three interlocking systems, including A)sympathy, moral reasoning, and identification with authority. B)empathy, identification with moral others, and standards of right and wrong. C)rational competence, emotional competence, and identification with authority. D)moral feeling, moral reasoning, and moral action.BThe ability to restrain or redirect a strong impulse in order to perform a less-preferred response is called A)emotional reactivity. B)positive regulation. C)conscience-oriented behavior. D)effortful controlDPeter, who is an aggressive 11-year-old,is referred to the counselor because of a recent episode of fighting on the bus. When asked to explain what happened, Peter said that he had to sit next to a girl who was laughing with her friend across the aisle about the "stupid kids in school." Enraged by this, Peter pushed her head into the window. What is the most likely explanation for Peter's aggressive reaction? A)Peter was highly agitated by the girls' conversation and lacks self-control. B)Peter probably learned aggressive behavior at home. C)Peter has a hostile attribution bias and assumed the girls' mean comments were about him. D)Peter acts first and thinks later.CWrite a response to a parent who believes that constantly comparing a child to other, perhaps more accomplished or talented, children is a good way to motivate that child to achieve more and become stronger.In the 1950s Festinger described the process, called social comparison that explains how people observe the performance of others and use it as a basis for evaluating their own abilities and accomplishments. When they do this and how they do it vary somewhat depending on context and level of global self-esteem. According to Festinger, social comparison processes are particularly active in situations that are novel or ambiguous or when more objective standards of performance are unavailable. In general, we tend to maintain moderately positive beliefs about ourselves, called the self-enhancing bias, which is considered a good thing in most cases. The processes involved in social comparison work somewhat differently for individuals who are lower in self-esteem. When self-esteem is low, children may prefer situations that are rich in positive reinforcement. Research by Smith and Smoll 1990)revealed that children with lower levels of self-esteem responded most favorably to coaches and instructors who were highly encouraging and least favorably to those who were least supportive. Children with high or moderate levels of self-esteem showed less variation in their responsiveness to adult reinforcement styles. Children and adults with lower levels of self-esteem are more susceptible to the kinds of external cues that carry evaluative messages and are more reactive to social feedback Campbell,1990).They are reluctant to call attention to themselves and are more cautious and self-protective. Possibly they feel they have more to lose if they experience negative evaluations from others. Thus, while the parent's intentions in this case are noteworthy, the caution is that if the child has a low level of self-esteem the parents' attempt to motive her to become stronger may hurt rather than facilitate the child's motivation for a task. Instead of using comparison strategies in order to increase motivation, the parent's would be more effective to find ways to help their child develop competencies that will lead to an increase in self-efficacy for a task.Charles was a temperamentally irritable baby who was difficult for his parents to handle. Now at 6,he is showing behavior problems in school. He has not mastered his alphabet letters and gives up easily. Charles' parents also have difficulty making rules stick with him at home. They remember how easy their other two children were to raise and now have less patience with their youngest son. Based on research, which of the following characteristics is least likely to be related to Charles' conduct problems? A)Weaknesses in verbal skills. B)Birth order. C)Coercive family interaction. D)Difficult temperament.BSelf-esteem has been mistakenly touted as the "holy grail" of mental health, and this has meant that A)many preventive and remedial efforts have focused directly on improving low self-esteem. B)many therapeutic approaches employ social cognitive strategies to improve social skills. C)many therapists have focused too much on the importance of their own self-esteem. D)preventative efforts have never embraced a "skills first" approach.APeter, who is an aggressive 11-year-old,is referred to the counselor because of a recent episode of fighting on the bus. When asked to explain what happened, Peter said that he had to sit next to a girl who was laughing with her friend across the aisle about the "stupid kids in school." Enraged by this, Peter pushed her head into the window. Where is the error in Peter's social information processing about this situation? A)Peter interprets cues incorrectly, and assumes the girls' comments are referring to him. B)Peter did not clarify his goals in the situation, and assumed the girls' comments are referring to him. C)Peter did not encode the social information into long-term memory. D)Peter did not evaluate the girls' comments against what he knows about his behavior.AA counselor is concerned about a clients' self-esteem. Which of the following provides a research-based rationale for this concern? A)High levels of self-esteem directly reduce the risk of mental health problems B)Low levels of self-esteem cause people to act incompetently. C)Low levels of self-esteem are related to negative attributions about one's self, which are related to depression. D)High levels of self-esteem protect against oppositional behavior.C

AD Self and Moral Development: Middle Childhood Through Early Adolescence

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