1. Adolescence

2. Moral Development
Lawrence Kohlberg

3. Stages of Moral Development Lawrence Kohlberg
      
Level
Stage
Ages
Social Orientation
Pre-Conventional 1
2-4
Obedience and Punishment 2
4-7
Individualism, Instrumentalism
Conventional 3
7-10
Good Boy/Girl 4
10-12
Law and Order
Post-Conventional 5
Teens
Social Contract 6
Adult
Principled Conscience

4. Moral development – the ability to tell right from wrong and behave accordingly
Kohlberg’s stage theory
Changes in moral reasoning result from changes in ways of thinking (cognitive structures)
Children and adults actively construct their moral reality
Moral dilemmas
Kohlberg Stages

5. Kohlberg: Summary
At stage 1 children think of what is right as that which authority says is right. Doing the right thing is obeying authority and avoiding punishment.
At stage 2, children are no longer so impressed by any single authority; they see that there are different sides to any issue. Since everything is relative, one is free to pursue one's own interests, although it is often useful to make deals and exchange favors with others.

6. Kohlberg: Summary
At stages 3 and 4, young people think as members of the conventional society with its values, norms, and expectations.
At stage 3, they emphasize being a good person, which basically means having helpful motives toward people close to one
At stage 4, the concern shifts toward obeying laws to maintain society as a whole.

7. Kohlberg: Summary
At stages 5 and 6 people are less concerned with maintaining society for it own sake, and more concerned with the principles and values that make for a good society.
At stage 5 they emphasize basic rights and the democratic processes that give everyone a say
At stage 6 they define the principles by which agreement will be most just.

8. Moral dilemma: Heinz and the druggist……..
In Europe, a woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her. The drug was expensive to make, but the druggist was charging ten times what the drug cost him to make. He paid $ for the radium and charged $2, for a small dose of the drug. The sick woman’s husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about $1, which is half what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said, “No, I’ve discovered the drug, and I’m going to make money out of it.” So Heinz got desperate and broke into the man’s store to steal the drug for his wife. Should the husband have done that? Why?

9. Preconventional level: Morality centres on avoiding punishment and obtaining reward
Reasons to steal drug
Reasons to not steal drug
He should steal it if he likes his wife a lot; if he gets caught, he won’t get much of a jail term, so he’ll get to see her when he gets out
He’ll get caught. He shouldn’t have to pay with jail time for his wife’s problem
Kohlberg Interviews

10. Conventional level: Morality centres on meeting moral standards learned from others; avoiding disapproval and maintaining law and order
Reasons to not steal drug
Reasons to steal drug
If he doesn’t steal it, everyone will think he’s a terrible person; it’s his duty to care for his wife
If he steals it, everyone will think he’s a criminal; he can’t just go stealing things whenever he wants to – it isn’t right.

11. Postconventional level: Morality centres on abstract, carefully considered principles
Reasons to steal drug
Reasons to not steal drug
If he has to run from the police, at least he will know he has done the right thing; sometimes people have to break the law if the law is unjust
If he steals it, he’ll lose all respect for himself; other people might say it was OK, but he’ll have to live with his conscience, knowing he has stolen from the druggist

12. Criticisms of Kohlberg
Moral reasoning does not always translate into moral behaviour
People’s moral reasoning changes according to the moral dilemma
Gender bias: most women work at the conventional level
There is a culture difference, depending on whether a culture socializes children towards autonomy or to social engagement and obedience of authority.

13. Models of identity development in adolescence based on ideas of ego identity and culture.

14. Ego Identity Formation
Most research on identity formation has been provided by Erik Erikson.
Identity is a subjective sense of wholeness that is achieved during adolescence through an identity crisis (turning point).
Those who fail to achieve a secure identity are faced with identity confusion, a lack of clarity about who they are and what their role is in life.

15. 4 Possible Ego-Identity Statuses
Marcia’s states of adolescent identity.
Identity Diffusion – not having a strong sense of your own identity but getting overwhelmed by an identity imposed by a peer group, parents, school, etc
Identity Foreclosure – refusing explore the changes in identity that are needed growing independence, clinging to teen and pre-teen ideas of identity
Moratorium – needing take time out from the pressures of change, to have time away from your current existence to help work out who you are
Identity Achieved – having an identity that’s chosen, and reflects entry into adulthood.

16. It is possible for individuals to remain identity-diffuse or –foreclosed throughout life, or to move in various patterns among the statuses.
Diffusion and foreclosure are generally seen as less mature forms of identity.
An achieved identity is considered the optimum outcome.
Moratorium, or exploration period, may be necessary for identity achievement.

17. Cultural Identity Formation
a phase where cultural identity is not explored or considered important;
a phase where individuals begin to explore their cultural roots; and
a phase where culture takes an important place in the individual’s self-concept.
The theory argues that a strong sense of cultural identity can be very beneficial, leading to greater school achievement, greater self-esteem, and stronger family and social relationships.

18. Phinney’s Theory of Cultural Identity Formation (based on Marcia) , has three stages and explores:
The way in which individuals come to understand the implications of their culture and make decisions about its role in their lives, regardless of the extent of their cultural involvement.

19. Stage 1: Unexamined cultural Identity
Characterized by the lack of exploration of culture - foreclosure.
Existing models suggest that minority subjects initially accept the values and attitudes of the majority culture - diffusion.
Including internalized negative views of their own group held by the majority.

20. Stage 2: Cultural Identity Search - Moratorium
The initial stage of cultural identity is conceptualized as continuing until adolescents encounter a situation that initiates an cultural identity search. This often occurs when people move away from home, school and peer group

21. Stage 3: Cultural Identity Achievement
The ideal outcome of the identity process, characterized by a clear, confident sense of one’s own cultural position.
Identity achievement corresponds to acceptance and internalization of one’s culture.

22. In Summary The 3 stages of cultural identity
Unexamined cultural Identity – Diffussion and Foreclosure
Cultural Identity Search - Moratorium
Cultural Identity Achievement

23. Relationship between different models of identity formation
Erikson
Marcia
Phinney
Sue & Sue (non-dominant)
Helms (dominant)
Repudiation
Foreclosure
Unexamined cultural identity
Conformity
Contact - unconcerned unaware
Role confusion
Diffusion
Dissonance
Disintegration
Fanaticism
Resistance and Immersion
Reintegration (racist)
Psychological Moratorium
Moratorium
Introspection
Pseudo-independence (searching)
Immersion– emersion
Ego-identity, fidelity, loyalty
Positive Identity
Achievement
Integrative awareness
Autonomy

24. Children of parents from 2 different cultures
How does the development of cultural identity play out when your parents are of different cultures? i.e. non-dominant and dominant Or both non-dominant

25. Identity Formation with a focus on Cultural Identity Formation  
Small group discussion:
Discuss in what ways each of the following shaped your cultural identity : peer group, family, community, language, media?
What factors do you think had the most ‘positive’ or ‘negative’ influence on your cultural identity formation as a adolescent?
How might an understanding of these factors influence your work as a community worker, social worker or counsellor

26. Video English Census Ethnic list Multiracial Interviews