Families and Adolescent Development

What is moral development?

Kohlberg’s MORAL THOUGHT:
HINT: may have to access outside sources to complete all of this info.
LEVELS Describe Approximate Ages
LEVEL 1 preconventional:

LEVEL 2
conventional:

LEVEL 3
postconventional:

Gilligan’s CARE PERSPECTIVE:

MORAL BEHAVIOR:
basic processes:

prosocial behavior:

Bandura’s SOCIAL COGNITIVE PERSPECTIVE:

MORAL FEELING:
empathy – perspective taking:

sympathy:

MORAL PERSONALITY
moral identity

moral character


SOCIAL DOMAIN THEORY:

PARENTING moral development:
love withdrawal:

power assertion:

induction:

SCHOOL and moral development:
hidden curriculum:

character education:

values clarification:

service learning:

cheating:

Integrative approach:

VALUES, RELIGION, SPIRITUALITY:
values:

religion:

religiousness:

spirituality:

Critical Thinking Question:
What moral decisions are particularly difficult during adolescence?

Sample Solution

The percentage of Americans who view their marriage as “very happy”

1). In the absence of performing an analysis, make a prediction: What percent of Americans view their marriage as “very happy”, somewhat happy”, and “not too happy”? Then using the GSS2014 data, run a frequency on HAPMAR (Happiness of Marriage), and also create a pie chart. Describe your findings below and explain the extent to which your hypotheses conformed with the observations. What do these findings suggest about marriage happiness? Exclude missing cases.
Predicted Actual
Percent Percent
Very Happy _
Pretty Happy _ _
Not Too Happy
How close were your predictions? If they differed, what do you think was the reason?
What do these findings suggest about the state of marriage in America?
2) Using the GSS2014 dataset, run a frequency on how common marriage infidelity (EVSTRAY) is. Exclude missing cases. Report the frequency and the valid percentages
Frequency ________
Valid Percent ____
3) Thinking ahead: What types of forces might predict if an individual is unfaithful to her or his spouse? Can you find two variables in the GSS2014 data that offer indicators of this concern? generate summary statistics of these indicators and describe them (NOTE: these will be frequencies for a nominal variable and descriptives for a scale variable). These could be variables that could be hypothesized as reducing the chance or enhancing the chance.
Indicator 1:
Indicator 2:
(DO NOT FORGET THE DESCRIPTIVE STATISTICS FOR THE INDICATORS)
EXPLORE IS LOCATED UNDER ANALYSIS>DESCRIPTIVE STATISTICS>EXPLORE
4) Using Explore determine the measures of central tendency and spread for CRC192 (Juvenile Arrest Rate per 100,000 for violent crime) from STATES10 data set. Examine the statistics and determine which measures of central tendency and spread are most appropriate. Make sure to click on the statistics box and check “descriptives.”
Mean ____________________
Median ____________________
Standard deviation ____________________
Range ____________________
Interquartile range ____________________
Consider you work for a non-profit looking to reduce juvenile delinquency in one of the states in the middle of the pack (so to speak) and you want to see what has been done in other several other states. Using the following graph and the STATES10 dataset, which states would you look at as examples of states that could provide examples of what you might do to reduce juvenile delinquency, and you will also include where (relatively speaking) does the state you currently live in rank (high, med, low). The 10 numbers on the graph are states at the upper and lower bounds, and correspond to the CASE ID number. The CASE ID is how you can identify these states. You can look up your state’s information in the data set if not one of the listed states.
NOTE: The cases are identified by CASE ID not STATEID unless– If the states are not listed alphabetically, the case ID will not work–use the state ID). See the help at the end of the discussion if you forgot how to do this.

Sample Solution

Sibling and peer relationships in early childhood.

The term-paper provides an opportunity to consolidate learning by examining research, concepts, and theories relevant to the themes of the course. A substantial review of academic literature forms the core requirement of the term-paper; at the same time, you are expected to
present and discuss your ideas clearly and critically.
Recommended readings are provided for each suggested topic. You are expected to refine and specify the scope for the chosen topic as well as to search for additional references to prepare the term-paper.
Topic:
What determines qualities of peer relationship among children and adolescents? Focus on three factors and examine relevant concepts and research findings to show how these three factors affect peer relationship.
Aldercotte, A., White, N., & Hughes, C. (2016). Sibling and peer relationships in early childhood. In L. Balter & C. S. Tamis-Lemonda (Eds.), Child psychology: A handbook of contemporary issues (3rd ed.) (pp. 141-165). New York: Routledge.Rubin, K. H., Bowker, J. C.,

McDonald, K. L., & Menzer, M. (2013). Peer relationship in childhood. In P. D. Zelazo (Ed.), The Oxford handbook of developmental psychology (pp. 242-275). New York: Oxford University Press.

Sample Solution

The relationship of men

Read the two links:- https://sourcebooks.fordham.edu/source/heloise1.asp
https://sourcebooks.fordham.edu/source/eleanor.asp
Answer the following questions. Focus on creating an argument that is supported with specific evidence from the documents:-
Q1. What seems to be the relationship of men in the documents?
Q2. Are there specific expectations placed on women according to the documents?
Q3. How do the women discussed in the documents challenge these expectations?
Q4. What are the reactions of those around them to these challenges?
Q5. Were women always successful in these challenges? Why or why not?

Sample Solution

Parent-child relationships.

Answer two (2) of the following questions, drawing on readings and class content. For each question you answer, make sure that you reference and discuss at least three (3) readings treated in the course. You may not use the same readings to answer both questions.

I. Conditions during the Holocaust had an effect on parent-child relationships. You may include actual parents, and parent-surrogates. Discuss some of these effects with reference to three (3) readings. Be specific. Refer to readings by title and author. Include specific details that support your points.

II. Discuss the process, function of, and resistance to, dehumanization under the Nazi regime and in the concentrationary universe in three (3) readings.

III. Sometimes writers allude to books, authors, works of art, etc. Discuss three (3) readings that refer to outside works, and explain how this allusions function in the readings. What do the writers wish to suggest through these references.

IV. “Whoever was tortured stays tortured.” Identify the source of this quotation. What theme or issue does it focus on? Discuss this issue with respect to three (3) readings.

READINGS THAT WERE COVERED :- Hecht, “The Book of Yolek,” Lind; Fink, pages 3-14
Camus, The plague(PART 1,2,3,4,5)
Fink, “The Table” in A Scrap of Time
Begley, Wartime Lies, from beginning until the end of III
Kofman( Chapters I- the end )

Sample Solution

Parenting

P​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​ick an area of interest in which you wish to improve your understanding: how parenting impacts the functioning of children in that area; how parenting can be altered to change that area of functi​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​oning; what challenge parents face in dealing with that area; or how you would propose to alter the parenting practices to help overcome problems in that area if methods have not already been developed​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​.

Sample Solution

Family and kinship

Answer this question according to the article I uploaded.
Drawing from your article reading do you think Kuwaiti women should be allowed to pass citizenship to their
children regardless of the their husband’s nationality? In a brief paragraph explain why.

Sample Solution

Extended family and relationship

  1. Describe your family of origin, including information on:
    a. Composition (parents, siblings, birth order, etc.)
    b. Extended family and relationship (how close?)
    c. Cultural identity
    d. Racial and ethnic background
    e. Gender identity
    f. Class
    g. Religion
    h. Sexual orientation
    i. Abilities/disabilities
    j. Neighborhood and type of community (rural, suburb, urban; rich, poor, middle-class; diverse, homogeneous)
  2. What is your first recollection about your cultural background? How did you come to identify with any group and to learn that there are “others”? Who are and were defined as “outsiders” and “insiders” by your family or group?
  3. What went into the formation of your ideas in regard to your own physical appearance? What did you consider to be attractive and unattractive?
  4. Who were your friends when growing up? Who lived in your neighborhood? Who was a “desirable” friend to bring home? How did you select your dates, roommates, partners, and/or spouses? How did these choices relate?
  5. Can you relate any of your tastes in food, music, art, clothes, activities and games to culture or class? What about modes of expression, i.e. language use, accent, proverbs?
  6. What have you learned about how children “should” behave and how gender roles are defined that could be related to your cultural identity? Can you relate your educational and/or employment aspirations to gender and cultural expectations?
  7. How do you perceive power position(s) of particular individuals in your family or group in relation to their culture, gender, class, sexual orientation, age, and/or abilities? How do these individuals vary in power and decision-making authority?
  8. What was the impact (or not) of religion on your family? How did your family feel relating to people of other religions? What role did and does (if any) religious beliefs play in your life?
  9. As a member of a dominant group, which ways have you experienced privilege? Did you know you had it? How might you challenge it?
  10. As a member of a subordinate group, how did you learn to respond to oppression (e.g. how was it explained to you, what functional and/or dysfunctional reactions did you witness, etc.)?

Remember that dominant and subordinate status applies not only to race and ethnicity, but also to gender, class, sexual orientation, abilities, religion and age.

Sample Solution