Adolescents

 

"Adolescents" redirects here. For the band, see Adolescents (band). For the song by Incubus, see Adolescents (song). For the 1966 French documentary, see Adolescence (film). Adolescence (from Latin: adolescere meaning "to grow up")[1] is a transitional stage of physical and psychological human development that generally occurs during the period from puberty to legal adulthood (age of majority).[1][2][3] The period of adolescence is most closely c losely associated with the teenage years,[3][4][5][6] though its physical, psychological and cultural expressions may begin earlier and end later. For example, although puberty has been historically associated with the onset of  adolescent development, it now typically begins prior to the teenage years and there has been a normative shift of it occurring in preadolescence, particularly in females (see early and precocious puberty).[4][7][8] Physical growth, as distinct from puberty (particularly in males), and cognitive development generally seen in adolescence, can also extend into the early twenties. Thus chronological c hronological age provides only a rough marker of o f adolescence, and scholars have found it difficult to agree upon a precise definition of adolescence.[7][8][9][10] A thorough understanding of adolescence in society depends on information from various perspectives, most importantly from the areas of psychology, biology, history, sociology, education, and anthropology. Within all of these perspectives, adolescence is viewed as a transitional period between childhood and adulthood, whose cultural purpose is the preparation of children for adult roles.[11] It is a period of multiple transitions involving education, training, employment and unemployment, as well as transitions from one living circumstance to another.[12] The end of adolescence and the beginning of adulthood varies by country and by function, and furthermore even within a single nation state or culture there can be different ages at which an individual is considered (chronologically and legally) mature enough for society to entrust them with w ith certain privileges and responsibilities. Such milestones include driving a vehicle, having legal sexual relations, serving in the armed forces or on a jury, purchasing and drinking alcohol, voting, entering into contracts, finishing certain levels of education, and marriage. Adolescence is usually accompanied by an increased independence allowed by the parents or legal guardians and less supervision as compared to preadolescence. In popular culture, adolescent characteristics are attributed to physical changes and what is called raging hormones.[13][14][15] There is little evidence that this is the case, however. In studying adolescent development,[16] adolescence can be defined biologically, as the physical transition marked by the onset of puberty and the termination of physical growth; cognitively, co gnitively, as changes in the ability to think abstractly and multi-dimensionally; or socially, as a period of preparation for adult roles. Major pubertal and biological changes include changes to the sex organs, o rgans, height, weight, and muscle mass, as well as major changes in brain structure and organization. or ganization. Cognitive advances encompass both increases in knowledge and in the ability to think abstractly and to reason re ason more effectively. The study of adolescent development often involves interdisciplinary collaborations. For example, researchers in neuroscience or bio-behavioral health might focus on pubertal changes in brain structure and its effects on cognition

 

or social relations. Sociologists interested in adolescence might focus on the acquisition of social roles (e.g., worker or romantic partner) and how this varies across cultures or social conditions.[17] Developmental psychologists might focus on changes in relations with parents and peers as a function of  school structure and pubertal status.[18]

ad·o·les·cent (dl-snt) adj. 1. Of, relating to, or undergoing adolescence. See Synonyms at young. 2. Characteristic of adolescence; immature: an adolescent sense of humor. n. A young person who has undergone puberty but who has not reached full maturity; a teenager. [Middle English, from Old French, from Latin adolscns, adolscent-, present participle of adolscere, to grow up : ad-, ad- + alscere, to grow, inchoative of alere, to nourish; see al-2 in Indo-European roots.] Word History: The adolescent grows up to become the adult. The words adolescent and adult ultimately come from forms of the same Latin word, adolscere, meaning "to grow up." The pre present sent participle of  adolscere, adolscns, from which adolescent derives, means "growing up," while the past participle adultus, the source of adult, means "grown up." Appropriately enough, adolescent, first recorded in English in a work written perhaps in 1440, seems to have come into the language before adult, first recorded in a work published in 1531. The American Heritage® Dictionary of the English Language, Fourth F ourth Edition copyright ©2000 by Houghton Mifflin Company. Updated in 2009. Published by Houghton Mifflin Company. All rights reserved.

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adolescent (ӕdəˈlesnt) adjective in the stage between childhood and adulthood. noun

a person at this stage of life. Adolescents often quarrel with their parents.ˌadoˈlescence noun  Kernerman English Multilingual Dictionary © 2006-2013 K Dictionaries Ltd.

 

adolescent adjective 1. young, growing, junior, teenage, juvenile, youthful, childish, immature, boyish, undeveloped, girlish, puerile, in the springtime of life adolescent rebellion r ebellion 2. teenage, young, teen (informal), juvenile, youthful, immature An adolescent boy should have an adult in whom he can confide. noun teenager, girl, boy, kid (informal), youth, lad, minor, young man, youngster, young woman, juvenile, young person, lass, young adult Adolescents are happiest with small groups of close friends. Collins Thesaurus of the English Language – Complete and Unabridged 2nd Edition. 2002 © HarperCollins Publishers 1995, 2002

dolescent [ˌædəˈlɛsənt] adj 1. of or relating to adolescence 2. Informal behaving in an immature way; puerile n an adolescent person Collins English Dictionary – Complete and Unabridged © HarperCollins Publishers 1991, 1994, 1998, 2000, 2003

ad•o•les•cent (ˌæd lˈɛs ənt)

adj. 1. growing to adulthood; youthful. 2. of or pertaining to adolescence. 3. characteristic of adolescence; immature. n.

 

4. a person in the period of adolescence; teenager. [1475 –85; < Latin adolēscent-, present participle of adolēscere to grow up, mature, inchoative of 

adolēre; see adult]  ad`o•les′cent•ly, adv.  Random House Kernerman Webster's College Dictionary, © 2010 K Dictionaries Ltd. Copyright 2005, 1997, 1991 by Random House, Inc. All rights reserved.

ad•o•les•cent (ˌæd lˈɛs ənt)

adj. 1. growing to adulthood; youthful. 2. of or pertaining to adolescence. 3. characteristic of adolescence; immature. n. 4. a person in the period of adolescence; teenager. [1475 –85; < Latin adolēscent-, present participle of adolēscere to grow up, mature, inchoative of 

adolēre; see adult]  ad`o•les′cent•ly, adv.  Random House Kernerman Webster's College Dictionary, © 2010 K Dictionaries Ltd. Copyright 2005, 1997, 1991 by Random House, Inc. All rights reserved.

Adolescence puberty, teenagers All About Adolescence Adolescence describes the teenage years between 13 and 19 and can be considered the transitional stage from childhood to adulthood. However, the physical and psychological changes that occur in adolescence can start earlier, during the preteen or "tween" years (ages 9-12). Adolescence can be a time of both disorientation and discovery. The transitional period can bring up issues of independence

 

and self-identity. Sometimes adolescents may be experimenting with drugs and alcohol or sexuality. During this time, peer groups and external e xternal appearance tend to increase in importance. Image of Adolescence fig. 1 Adolescence

Physical Devlopment

Puberty includes the growth of both primary and secondary sex characteristics.Both boys and girls experience significant physical development during puberty. KEY POINTS An increase in hormone secretion secret ion triggers puberty for girls around age 11 and boys around age 13. Accelerated physical development occurs, and in particular boys grow taller than girls. Female development during puberty includes breast growth followed by the first menstrual period (menarche; Anderson et al., 2003). For males, the first ejaculation (spermarche) usually happens during sleep (Fuller & Downs, 1990). Boys who mature early might experience exper ience more confidence and popularity but also are more likely to participate in risky behaviors. Girls who develop early may struggle because their physical development is different than their peers and does not match their emotional maturity. Adolescent brains are also changing. The brain throws out unneeded neural connections (a selective pruning of unused neurons) and continues frontal lobe growth. Myelin, the tissue surrounding the nerves, also develops and enables more efficient communication in the brain. As the frontal lobe develops slower than the t he limbic system, and hormones surge through the body, teens are prone to making decisions that make them feel good. This includes fast driving, smoking, and unprotected sex. The frontal lobe continues its growth until around age 25. In 2005, the Supreme Court ruled that the death sentence for 16- and 17-year-olds was unconstitutional, based on their slowly developing frontal lobes (Steinberg & Scott, 2003). 2003 ).

 

Social Development

Adolescents ponder "Who am I and what can I be?", marking adolescence with a stage of development known as identity vs. role confusion. SmartNotes Image of Adolescents fig. 1 Adolescents An adolescent's peer group is of great g reat importance as they question how they appear to others. KEY POINTS According to Erikson's psychosocial theory of development, adolescence (ages 13-19 13 -19 years) is the fifth stage of development known as identity vs. role confusion. In this stage, the adolescent is consumed by the existential question, "Who am I and what can I be?" and is newly concerned with how they appear to others. Initially, they are apt to experience some role confusion—mixed ideas and feelings about the specific ways in which they will fit into society —and may experiment with a variety of behaviors and activities. During this time, conflicts and confusion regarding religious, political, and sexual identities are common, along with decisions about career choice. According to Erikson, adolescents who are allowed the space and time to explore various possibilities are able to establish a clear c lear sense of identity and self-awareness. TERMS

psychosocial Having both psychological and social aspects. Erikson Erik Erikson (1902 – 1994) was a German-born American developmental psychologist and psychoanalyst known for his theory on psychosocial development of human beings. psychosocial theory of development

 

A theory articulated by Erik Erikson that explains ex plains eight stages through which a healthily developing human should pass from infancy to late adulthood. In each stage the person per son confronts, and hopefully masters, new challenges. Physical Devlopment Finding Their Identity Rate these SmartNotes: Full text According to Erikson's psychosocial theory of development, adolescence (ages 13-19 13 -19 years) is the fifth stage of development known as identity vs. role confusion. In this stage, the adolescent is consumed by the existential question, "Who am I and what can c an I be?" and is newly concerned with how they appear to others. During this time, the peer group is of great importance, with their level of social acceptance determining their sense of self worth wort h and self-esteem (Figure 1). As they make the transition from childhood to adulthood, adolescents ponder the roles they will play in the adult world. wor ld. Initially, they are apt to experience some role confusion—mixed ideas and feelings about the specific ways in which they will fit into society—and may experiment with a variety of behaviors and activities (e.g. tinkering with w ith cars, babysitting for neighbors, affiliating with certain political or religious groups). Eventually, Erikson proposed, most adolescents achieve a sense of identity regarding re garding who they are and where ttheir heir lives are headed.

Erikson is credited with coining the term "identity crisis." c risis." Each stage that comes before and that follows has its own "crisis," but even more so in the crossroads of adolescence, for this t his marks the transition from childhood to adulthood. This turning point in human development seems to be the reconciliation between "the person one has come to be" and "the person society expects one to become." This emerging sense of self will be established by forging past experiences with anticipations of the future.

Adolescents must learn to establish boundaries between themselves and the world around them--a task that is often made difficult by the demands and commitments being asked of them before they have formed particular identity roles. At this point, one is in a state of "identity confusion," but society normally makes allowances for youth to "find themselves." Adolescents may experience a reluctance to commit, but under the right conditions co nditions (being allowed the space and time to explore), they are able to establish a clear sense of identity and self-awareness. se lf-awareness.

As in other stages, bio-psycho-social forces are at work. No matter how one has been raised, one’s personal ideologies are now chosen for oneself. Oftentimes, this leads to conflict with adults over religious and political orientations. During this time, adolescents are also developing a sense of their sexual identity--an area that, especially for many that fall outside of heterosexuality, can be a socially

 

difficult process. Another area where teenagers are deciding for themselves is their career choice, and oftentimes parents want to have a decisive say in that role. If society is too insistent, the teenager will acquiesce to external wishes, effectively forcing him or her to "foreclose" on experimentation and, therefore, true self-discovery. Once someone settles settle s on a worldview and vocation, will he or she be able to integrate this aspect of self-definition into a diverse society? According to Erikson, when an

adolescent has balanced both perspectives of “What have I got?” and “What am I going to do with it?” he or she has established their identity.

Given that the next stage (intimacy) is often characterized by marriage, many are tempted te mpted to cap off the fifth stage at 20 years ye ars of age. However, these age ranges are actually quite fluid, especially for the achievement of identity, since it may take many m any years to become grounded and feel that one has "come of age."

Adolescence: Cognitive Development

Developing Abstract Reasoning Teenagers at the beginning of adolescence are preoccupied with their own experience (Elkind, 1978).

Morality Development in Adolescence Adolescence is often a time of conventional morality characterized by an acceptance of society's conventions concerning right and wrong.

Morality and Emotions Moral reasoning involves emotion.

Morality and Behavior Morality involves acting on moral beliefs, and these can be influenced by social powers.

 

Developing Abstract Reasoning

Teenagers at the beginning of adolescence are preoccupied with their own experience (Elkind, 1978). SmartNotes Image of Adolescents fig. 1 Adolescents As teenagers develop, they become more able to think t hink abstractly. KEY POINTS As teenagers develop, they become more able to think abstractly. Teenagers may explore the concept of God (Elkind, 1970; Worthington, 1989) or perceive hypocrisy in the adults a around round them, sparking conflict with parents (Peterson et al., 1986). Adolescent egocentrism can be dissected into two types of social thinking, imaginary audience that involves attention getting behavior, and personal fable which involves an adolescent's sense of  personal uniqueness and invincibility. In later adolescence, teens can use their understandin understanding g of others’ perspective to their advantage

during debates in order to further wishes for their own experience. TERMS abstract thinking Thinking is less bound to concrete events. vestibular sense the sense that allows an organism to sense body movement, direction, and acceleration, and to at attain tain and maintain postural equilibrium and balance Impact of Parental and Peer Rela... Morality Development in Adolescence Rate these SmartNotes: Full text Adolescent egocentrism governs the way that adolescents think about social matters. It is the heightened self-consciousness self-consciousness in them as they are which is reflected in their sense of personal uniqueness and invincibility. Adolescent Adolescent egocentrism can be dissected into two types of social

 

thinking, imaginary audience that involves attention getting behavior, and personal fable which involves an adolescent's sense of personal uniqueness and invincibility. The concept of imaginary audience helps explain adolescents’ increased care about their appearance compared to earlier years, often expressed in increased attention to clothes, shoes, and other material items. An illusion of  invincibility can be seen in risk taking behaviors because there is a sense that nothing bad will occur as a consequence of behavior. Egocentrism in adolescence is not the same as what is seen in the preschool years. In early adolescence, the cognitive skills are in place to know that others may have a different perspective, but the social reality of adolescents is that they can be so preoccupied with their own experience that it interferes with acknowledging another way of thinking. According to Elkind (1978), during this time adolescents "fail to distinguish what is of interest to others from what is of interest to themselves."

In later adolescence, teens can use their understandin understanding g of others’ perspective to their advantage

during debates in order to further wishes for their own experience. This is a great example to illustrate mastery of Piaget’s formal operations, operations, which starts at age 12 and extends through the rest of  the lifespan. Key ideas in cognitive development at this stage include: abstract thinking and understanding abstract concepts (such as conservation), development of logical and systematic thinking, and the ability to consider all possible outcomes (including hypothetical ones). With these more advanced cognitive skills, adolescents can engage in conversations younger children cannot, including but not limited l imited to: understanding contrasting philosophies, questioning the existence of  God, debating social justice and politics, questioning authority, and pointing out the hypocrisy of  others’ behavior. These abilities can lead to conflict, especially with parents.

Morality Development in Adolescence

Adolescence is often a time of conventional morality characterized by an acceptance of society's conventions concerning right and wrong. SmartNotes Image of Kohlberg's Model of Moral Development fig. 1 Kohlberg's Model of Moral Development

 

Kohlberg's Model of Moral Development is divided into three levels: (1) Pre-conventional morality in childhood, (2) conventional morality in adolescence, and (3) post-conventional morality later in adulthood. KEY POINTS Morality is a sense of behavioral conduct that differentiates intentions, decisions, and actions between those that are good (right) and bad (wrong). Thought to extend Piaget’s theory of cognitive development, Lawrence Kohlberg proposed a stage

theory of moral development. The pre-conventional stage is a time where w here children are concerned with the avoidance of punishment. In the conventional morality stage, teenagers are concerned c oncerned with others and following laws. In the post-conventional stage, people think abstractly and develop their own moral principles. The conventional level of adolescence is divided into stage three (referred to as "good boy-nice girl" morality) and stage four (characterized by a law-and-order orientation). Researchers have criticized Kohlberg's model for being biased by in culture and gender, as his research was exclusively informed by male subjects and an iindividualistic ndividualistic western worldview. TERMS individualism The tendency for a person to act without reference to others, particularly in matters of style, fashion, or mode of thought. Piaget Jean Piaget (1896 to1980) t o1980) was a Swiss developmental developmental psychologist and philosopher known for his epistemological studies with children and his theory of cognitive development. Developing Abstract Reasoning Morality and Emotions Rate these SmartNotes: Full text Morality as a Behavioral Conduct Morality is a sense of behavioral conduct that differentiates intentions, decisions, and actions between those that are good (or right) and bad (or wrong). Morality is typically an intuitive reaction, but it is based on cognition. Thought to extend Piaget’s theory of cognitive development, Lawrence

Kohlberg proposed a stage theory of moral development (Figure 1). Kohlberg focused on the development of moral judgments in children rather than on their actions, and saw the child c hild as a

 

"moral philosopher." Like Piaget, Kohlberg gathered his data by asking subjects questions about hypothetical stories.

Moral Development in Adolescence Kohlberg's first level of moral development is known as the t he pre-conventional level, and is especially common in children, though it can also be seen through adulthood. Reasoners in the pre-conventional level judge the morality of an action by its direct consequences. The pre-conventional is divided into two stages: Stage one (oriented to obedience and punishment) and stage two (when the child realizes people can have different moral perspectives, but is still motivated by the selfish desire for rewards and benefits).

Adolescence, by contrast, is marked by a second level, or conventional level of moral development. Conventional morality is characterized by an acceptance of society's conventions c onventions concernin concerning g right and wrong. At this level an individual i ndividual obeys rules and follows society's norms even when there are no consequences for obedience or disobedience. Adherence to rules and conventions is somewhat rigid, however, and a rule's appropriateness or fairness is seldom questioned.

Under the conventional level is stage three, referred to as "good boy-nice girl" morality. The child is concerned with winning the approval of others as well as avoiding their disapproval. In judging the goodness or badness of behavior, the child considers a person's intentions. The child holds the conception of a morally good person as one who possesses a set of virtues and as a result, the child places much emphasis on being "nice." In stage four, there is a law-and-order orientation. The individual blindly accepts social convention and rules. Emphasis is on "doing one's duty," showing respect to authority, and maintaining a given social order for its own sake. Moral choices no longer depend on close ties to others at this stage and instead, rules are seen as needing to be enforced in the same manner for everyone.

Adolescents rarely reach the the post-conventional level of morality until later on in adulthood. This level, also known as the principled level, is marked by a growing realization that individuals are separate entities from society, and that the individual’s own perspective may take precedence over society’s view. In other words, individuals may disobey rules inconsistent with their own principles.

People who exhibit post-conventio post-conventional nal morality view rules as useful but changeable mechanisms — they are not absolute rules that must be obeyed without question.

 

Criticism of Kohlberg's Theory of Moral Development Some researchers, such as Carol Gilligan, questioned the influence of gender on Kohlberg's work on moral development because Kohlberg's theory was developed based on interviews that Kohlberg had conducted exclusively with male participants. Gilligan noted that Kohlberg's theory devalued qualities most encouraged in females, specifically an "ethic of care," and stressed those qualities most encouraged in males, that is "justice, or an abstract, rational commitment to moral ideals" (Berk, 2000). In addition to the theory being questioned based on the influence of gender, others have suggested that Kohlberg's theory is culturally-biased and reflects a westernized ideal of justice j ustice based on individualistic thought, discrediting values of non-Western and more collective societies that do not put such a high emphasis on individualism (Shaffe (Shaffer, r, Wood, & Willoughby, 2002).

Morality and Emotions

Moral reasoning involves emotion. SmartNotes Image of MRI of brain fig. 1 MRI of brain Sagittal MRI slice at the midline. KEY POINTS Haidt (2002, 2007, 2008) describes a social intuitionist story of moral judgment. This means that moral feeling often occurs before moral reasoning. Moral paradoxes are often used in the study of morality. Brain scans showed that the brain's emotional areas lit up when the scenario of pushing a person in front of the trolley was w as described, suggesting that the emotional reaction to that scenario motivated their response to the situation. Evidence of the importance of emotions in moral decisions comes from a study showing that people with damage to emotional areas of the brain are more likely to use more detached calculations in a moral dilemma (Koenigs et al., 2007). TERMS Moral Dumbfounding Dumbfounding

 

when people have strong moral reactions but fail to establish any kind of rati rational onal principle to explain those reactions Social Intuitionist suggests that moral behaviors are typically the product of multiple levels of moral functioning, and are usually energized by the "hotter" levels of intuition, emotion, and behavioral virtue/vice; the "cooler" levels of values, reasoning, and willpower-- while still important-- are proposed to be secondary to the more affect-intensive processes Morality Development in Adolescence Morality and Behavior Rate these SmartNotes: Full text Moral decisions involve gut-feelings of right and wrong behavior, and are often accompanied by emotional components. Emotional reactions to moral decisions can also influence other people’s behavior. For example, when observing someone help another-- such as seeing someone assist an elderly person cross the street-- we experience a feeling of warmth.

Social intuitionism is a movement in moral psychology that arose in i n contrast to more rationalist theories of morality, like that of Lawrence Kohlberg. Kohlberg developed a model of moral reasoning that he claimed accounted for people's moral behavior. More sophisticated reasoning, he asserted, should lead one to more consistent moral action because one realizes that moral principles are prescriptive in nature, and thus demand action from the self. Jonathan Haidt (2001) greatly deemphasizes the role of reasoning in reaching moral conclusions. Conscious thought-processes serve as a kind of post hoc justification for our decisions—that is, after the moral decision has been made. Thus, in contrast to Kohlberg’s cognitive approach to understanding morality, Haidt posits that moral

action is prompted by intuition —a gut-feeling of right or wrong —and that cognitive appraisal may happen after the action is complete.

Haidt’s main evidence comes from studies of "moral dumbfound dumbfounding," ing," wherein people have strong

moral reactions but fail to establish any kind of rational principle to explain their reaction. Imagine that a brother and sister slept together once. Many people have a very strong negative reaction to this story, yet they cannot explain why using Kohlberg's principled moral reasoning reasoning.. Haidt suggests that we have unconscious, emotional-based, emotional-based, moral short-cuts that guide our reactions to morally charged situations and moral behavior, and that if we are asked to reason we do so only after we have made a decision.

 

An ethical dilemma is a situation that often involves an apparent conflict between moral imperatives, in which to obey one would result in transgressing another. Ethical dilemmas are often cited in an attempt to refute an ethical system or moral code, as well as the worldview that encompasses or grows from it. This is also called an ethical paradox since, in moral philosophy, paradox plays a central role in ethics debates. Societies formed criminal justice systems (some argue also ethical traditions and religions) to defuse such deep conflicts. These systems always involve trained judges who are presumed to have an ethical relationship and also a clear obligation to all who come before them.

Perhaps the most commonly cited ethical conflict is that between an imperative or injunction not to steal and one to care for a family that you cannot afford to feed without stolen money. If stealing is always wrong, and letting one's family die from starvation is always wrong, a person in such a situation would be forced to commit one wrong to t o avoid committing another, and thus be in constant conflict with those whose view of the acts varied.

One dilemma that has been researched is the “trolley problem,” wherein a runaway train is running

down a track, and the subject has to make a choice c hoice whether to take an action to save 5 people from dying (Greene, Sommerville, Nystrom, Darley, & Cohen, 2002), but the action ac tion would inevitably result in the death of one person who would have otherwise lived. In one condition, the action that needs to be taken is to flip a switch on the tracks. In the other condition, the action that needs to be taken is to push a man onto the tracks. Most people believe that it is reasonable to flip the switch but unreasonable to push the man onto the tracks. Obviously, the results are the same, and Greene explains the differing responses to these dilemmas using brain imaging technology that shows higher activity in areas associated with emotion in "personal" conditions (i.e. considering pushing the man onto the tracks activates the posterior cingulated gyrus). This is clear evidence that emotions play a central role in making moral judgments.

Using gut-feelings for moral decisions seems to have a biological basis. Research by Koenigs and colleagues (2007) reveals evidence of the importance i mportance of emotions in moral decisions. Their work shows that people with damage to emotional areas of the brain (specifically the ventromedial prefrontal cortex) are more likely to t o use more detached calculating strategies in considering a moral dilemma. Research on mirror neurons suggests that they may have a role to play in emotion-sharing empathy. Cognitive neuroscientist Jean Decety thinks that the ability to recognize and vicariously experience what another individual is undergoing was a key step forward in the evolution of social socia l behavior, and ultimately in morality. The inability to feel empathy is one of the defining characteristics of psychopathy, and this would appear to lend support to Decety's view. Morality and Behavior

 

  Morality involves acting on moral beliefs, and these can c an be influenced by social powers. SmartNotes Image of Adolf Eichmann fig. 1 Adolf Eichmann Otto 'Nawty' Adolf Eichmann[1][2] (March 19, 1906  – May 31, 1962) was a German Nazi SSObersturmbannführer Obersturmbannfüh rer (Lieutenant Colo one of the major organizers of the Holocaust. KEY POINTS Arendt (1963) explained that guards at a t Nazi concentration camps were moral people influenced by a terrible situation. Because moral development can lead to caring actions (Krebs & Van Hesteren, 1994), educational programs targeting character-building focus on empathy and delay of gratification. Those who learn to curb impulses and delay gratification tend to be more productive and successful socially and academically (Funder & Block, 1989; Mischel et al., 1988, 1989). Behaving morally leads to a moral attitude. a ttitude. Teenagers who tutor or help elderly people often show decreased rates of being absent from school and dropping out (Andersen, 1998; Piliavin, 2003). TERMS empathy The intellectual identification of the thoughts, t houghts, feelings, or state of another person. Banality of Evil The great evils in history generally, and the Holocaust in particular, were not executed by fanatics or sociopaths, but by ordinary people who accepted the premises of their state and therefore participated with the view that their actions were normal. Delay gratification Denote a person's ability to wait to obtain something that he or she wants. Morality and Emotions Overview of Adulthood Rate these SmartNotes:

 

Full text Morality involves acting on your moral beliefs. A study conducted c onducted by Reynolds and Ceranic identified the various contributors to moral behavior, two of which are the idea of moral judgment and moral identity, studying them together and separately in order to shape moral behavior. However, action can be influenced by social powers such as obedience and conformity. One famous example is the behavior of Nazi guards at concentration camps. In her reporting of the Eichmann trial, Arendt (1963), she coined the phrase "the banality of evil " to describe Eichmann. She raised the question of whether evil is radical or simply a function of thoughtlessness—the tendency of ordinary people to obey orders and conform to mass opinion without critically thinking about the results of their action or inaction. Her work suggests that Nazi guards were moral people influenced by a terrible situation. A person's circumstances can alter their ideas of what is "bad." Persons in nations, religious groups, gangs, or other types of groups will - if their group and another are engaged in physical conflict - view members of the other group as "bad," and view members of that gang harming members of their own as wrong acts.

Knowing right from wrong is one thing, but the ability to act accordingly may be another. The delay of  gratification task is a way to test morals in action. In a typical delay of gratification task, children are presented with an attractively wrapped gift box, but are asked not to touch it until the person who brought in the box finishes a phone call in the other room and returns to the room with the child. Research by Mischel and colleagues (1989) suggest that longer delay of gratification in preschoolers become more "cognitively and socially competent c ompetent adolescents, achieving higher scholastic performance and coping better with frustration and stress." Studies have shown that improvement i mprovement of  self-regulation or willpower, as demonstrated in the delay of gratification task, t ask, can be developed by the building of self-control through repeated practice. Krebs and Van Hesteren (1994) propose that caring actions--those that help others, often called altruistic behaviors--can be encouraged through moral development with pro-social programs emphasizing altruism.

One way we learn to be altruistic is by developing empathy towards others. Empathy is a pro-social behavior that is modeled early in life by parents to children by comforting them whenever they are hurt or upset. Through modeling, children learn to care for others when they are hurt or upset, perhaps long before they have the words to t o express concern. For example, bringing a hurt peer a bandage or a favorite toy is altruistic; even young children know it is the right thing to do to comfort someone. This is an early foundation for how moral development influence action. Behaving morally not only helps someone else, it also can promote personal strengths such as academic and academic success. For example, Piliavin (2003) has demonstrated that peer tutoring, t utoring, service-learning in college courses—actively applying course material through engagement with the community—all promote moral development and possible health benefits.