Copyright © Allyn & Bacon 2007 Sympathy and Empathy Sympathy  Feeling of concern or sorrow for another’s plight Sympathy  Feeling of concern or sorrow for another’s plight Empathy  Feeling same or similar emotions as another person  Complex mix of cognition and emotion  Must detect emotions, take other’s perspective Empathy  Feeling same or similar emotions as another person  Complex mix of cognition and emotion  Must detect emotions, take other’s perspective

Copyright © Allyn & Bacon 2007 Individual Differences in Empathy  Temperament  Sociable, assertive, good at emotional regulation  More likely to display sympathy and prosocial behavior  Temperament  Sociable, assertive, good at emotional regulation  More likely to display sympathy and prosocial behavior  Parenting  Warm, sensitive parents who encourage emotional expressiveness  Parenting  Warm, sensitive parents who encourage emotional expressiveness

Copyright © Allyn & Bacon 2007 Perspectives on Moral Development Psychoanalytic Freud: superego and guilt Today: induction, empathy-based guilt Social Learning Modeling moral behavior Behaviorist Rewards and Punishment Cognitive- Developmental Children as active thinkers about social rules

Copyright © Allyn & Bacon 2007 Characteristics of Good Models of Moral Behavior  Warmth and responsiveness  Competence and power  Consistency between words and behavior  Warmth and responsiveness  Competence and power  Consistency between words and behavior

Copyright © Allyn & Bacon 2007 Punishment in Early Childhood Frequent and harsh physical punishment has undesirable and negative side effects Alternatives to harsh punishment:  Time Out  Withdrawing privileges  Positive Discipline Parents can increase effectiveness of punishment:  Consistency  Warm parent-child relationship  Explanations

Copyright © Allyn & Bacon 2007 Corporal Punishment and Age of Child

Copyright © Allyn & Bacon 2007 Positive Discipline  Use transgressions as opportunities to teach  Reduce opportunities for misbehavior  Have children participate in family duties, routines  Try compromising and problem solving  Encourage mature behavior

Copyright © Allyn & Bacon 2007 Moral Imperatives, Social Conventions, & Personal Choice Moral Imperatives  Actions that protect people’s rights and welfare Social Conventions  Customs determined solely by social consensus Matters of Personal Choice  Do not violate rights  Not socially regulated  Up to the individual

Copyright © Allyn & Bacon 2007 Types of Aggression  Instrumental  Meant to help the child get something he or she wants  Hostile  Meant to hurt someone else  Instrumental  Meant to help the child get something he or she wants  Hostile  Meant to hurt someone else

Copyright © Allyn & Bacon 2007 Types of Hostile Aggression TypeHow the Harm is Caused Direct or Indirect? PhysicalPhysical injuryEither Verbal  Threats of physical aggression  Name-calling  Teasing Always direct Relational  Social exclusion  Malicious gossip  Friendship manipulation Either

Copyright © Allyn & Bacon 2007 Sources of Aggression  Individual Differences  Gender  Temperament  Family  Harsh, inconsistent discipline  Cycles of discipline, whining and giving in  Media violence  Individual Differences  Gender  Temperament  Family  Harsh, inconsistent discipline  Cycles of discipline, whining and giving in  Media violence

Copyright © Allyn & Bacon 2007 Gender and Aggression

Copyright © Allyn & Bacon 2007 Television Viewing and Aggression

Copyright © Allyn & Bacon 2007 Dangers of Media Violence  “Hardens” children to aggression  Young children believe fictional violence is real  Short-term problems with parents, peers  Long-term link to aggressive behavior  Young children believe fictional violence is real  Short-term problems with parents, peers  Long-term link to aggressive behavior

Copyright © Allyn & Bacon 2007 Helping Control Aggression  Pair commands with reasons  Avoid “giving in”  Avoid verbal insults, physical punishment  Time-out  Withdraw privileges  Social problem-solving training  Reduce family stress  Pair commands with reasons  Avoid “giving in”  Avoid verbal insults, physical punishment  Time-out  Withdraw privileges  Social problem-solving training  Reduce family stress

Copyright © Allyn & Bacon 2007 Gender Stereotypes in Early Childhood  Begin around 18 months  Men: sharp, rough  Women: soft, round  Strengthen & become rigid through early childhood  Begin around 18 months  Men: sharp, rough  Women: soft, round  Strengthen & become rigid through early childhood  Divide toys, clothing, tools, jobs, games, emotions, and more by gender  One-sided judgments are joint product of gender stereotyping in environment and cognitive limitations  Divide toys, clothing, tools, jobs, games, emotions, and more by gender  One-sided judgments are joint product of gender stereotyping in environment and cognitive limitations

Copyright © Allyn & Bacon 2007 Influences on Gender Typing  Genetic  Evolutionary adaptiveness  Hormones  Environmental  Family  Teachers  Peers  Broader social environment

Copyright © Allyn & Bacon 2007 Gender Schemas and Behavior

Copyright © Allyn & Bacon 2007 Child-Rearing Styles  Authoritative  Authoritarian  Permissive  Uninvolved  Authoritative  Authoritarian  Permissive  Uninvolved

Copyright © Allyn & Bacon 2007 Characteristics of Child-Rearing Styles AcceptanceInvolvementControlAutonomy AuthoritativeHigh AdaptiveAppropriate AuthoritarianLow HighLow PermissiveHigh Too low or too high LowHigh UninvolvedLow Indifference

Copyright © Allyn & Bacon 2007 Cultural Variations in Child-Rearing  Compared to middle-class European- Americans, some groups might use  More firm control  More physical punishment  Can seem less warm  May be more appropriate to context  Compared to middle-class European- Americans, some groups might use  More firm control  More physical punishment  Can seem less warm  May be more appropriate to context

Copyright © Allyn & Bacon 2007 Child Maltreatment  Physical abuse  Sexual abuse  Neglect  Emotional abuse  Physical abuse  Sexual abuse  Neglect  Emotional abuse

Copyright © Allyn & Bacon 2007 Factors Related to Child Maltreatment  Parent characteristics  Child characteristics  Family characteristics  Community  Culture  Parent characteristics  Child characteristics  Family characteristics  Community  Culture

Copyright © Allyn & Bacon 2007 Consequences of Child Maltreatment  Emotional problems  Poor emotional self-regulation  Depression  Adjustment difficulties  Aggression  Peer problems  Substance abuse  Delinquency  School, learning problems  Brain damage  Emotional problems  Poor emotional self-regulation  Depression  Adjustment difficulties  Aggression  Peer problems  Substance abuse  Delinquency  School, learning problems  Brain damage

Copyright © Allyn & Bacon 2007 Preventing Child Maltreatment  Separating families that cannot change  Training high-risk parents  Social supports for families  Parents Anonymous  Home visitation  Training high-risk parents  Social supports for families  Parents Anonymous  Home visitation