C HA PT E R XV II I

L O VE AND T H E
T RI ANGU L AR T H EO RY
O F L O VE
 Robert Sternberg

American psychologist and psychometrician who

proposed the triangular theory of love, and describe it
based on three scales; intimacy, passion, and
commitment.
 3 Components of Love
Intimacy- The closeness each partner feels to the
other and the strength of the bond that blinds them
together.
Passion- Based on romantic feelings, physical
attraction and sexual intimacy with the partner
Commitment- Represents cognitive factors such as
acknowledging that one is in love and has
commitment maintaining the relationship.

These components are combined in variety of ways

to create 8 kinds of Love

8 Types of Love
You Love
This is when the three components of love are
present.
Can be seen in "casual interactions" our everyday
lives and actually "characterizes the large majority
of our personal relationship"

Liking
Also called as "friendship®
Which is when the intimacy component of love is
present in a relationship.
involves feeling of closeness, boundedness, and
warmth toward the other, without feelings of
intense passion or long term commitment.
Infatuation
Which is when the passion is present.
places "love a first sight"
It involves a high degree of psychological
arousal,. manifested in somatic symptoms such as
increased heartbeat, increased hormonal
secretions of genitals and so on...

Empty Love
Which is when commitment is present.
Can be found un some long-term relationship.
Empty love may be the first stage of a long term
relationship.

Companionate Love
When intimacy and commitment are present.
"long-term committed friendship" the kind that
frequently occurs in marriages in which the
physical attraction has died down.

Fatuous Love
which is when passion and commitment are
present.
sometimes associated with Hollywood, or
whirlwind courtships.

Consummate Love
Which is when 3 components of love is present.
the unconditional love
 C HA PT E R X IX

AT T I T U DES AND
S T EREO TYPES
 Stereotyping
A form of social categorization, and allows us to
efficiently form opinions on other people.
Stereotypes persist because people expect them
to be true, which often leads to prejudice.
We often categorize people based on
appearance, which includes gender, ethnicity
physical appearance or age. But, people can also
be sexuality,
Stereotyped based on culture, social class,
occupation or intelligence.
No individual will possess all the characteristics
we have assumed, so stereotypes are often
incorrect.

TRI-COMPONENT MODEL OF ATTITUDES

Affective Component - How an individual feels about
an object
Behavioral Component - How a person behaves
towards the object
Cognitive Component - How a person thinks about
the object

APPLYING TRI-COMPONENTS OF ATTITUDES IN

STEREOTYPING
Cognitive- Assumptions made about a group of
people or person.
Affective- Feelings are neutral or hostile towards
group of people based on the assumption
Behavioral- Behavior towards a group of people is
influenced by the assumption.
C HA PT E R X X

M O RAL I T Y
 Morality
it ultimately come from the Late Latin moralitas,
meaning human nature
principles concerning the distinction between
right and wrong or good and bad behavior.
a particular system of values and principles of
conduct, especially one held by a specified
person or society.
it is a lesson, especially one concerning what is
right or prudent, that can be derived from a strong
piece of information or an experience.
the first record of morality comes from around
1350's.

WHERE DOES MORALITY COMES FROM?

Our behaviors were shaped from birth onward by our
families, pre-schools, and almost everything we engaged
through, in our environment. Morality is the standard of
society used to decide what is right or wrong behavior.
Moral in ethics, refers to what societies sanction as right
and acceptable.

WHY SHOULD MORALITY BE TAUGHT?

Knowing good moral values such as kindness,
humility, courage, and compassion at an early age,
builds a child character. It forms the very core of their
being and becomes a foundation of their moral
beliefs. Morals are what you believe to be right and
wrong. People can have different morals.
 C HA PT E R X X I

M O RAL REAS O NI NG
KH O L BERG' S S T AGES
O F M O RAL REAS O NI NG
 Lawrence Kohlberg

Kohiberg became fascinated by Jean Piaget's studies

of moral development. Because of this, he decided to
expand on Piaget's theory of cognitive development.
Original researches by making moral dilemmas that
could be appropriate for older children. Thus, in 1963,
he developed the description of the three levels and
six stages of moral reasoning.
 Kohlberg's Theory of
Moral Development
LEVEL ONE
Preconventional Morality- This is typical for children up to age 9. It is called
Preconventional because young children do not really understand the
conventions or rules of a society.

Stage One : Punishment-Obedience Orientation

The physical consequences of an action determines goodness or badness. Those
who are in authority have superior power and should be obeyed.
Punishment should be avoided by staying out of trouble.

Stage Two:Instrumental Relativist Orientation / Individualism and Exchange

Children account for individual points of view and judge actions based on how they
serve individual needs.
Reciprocity is possible at this point in moral development.

LEVEL TWO
Conventional Morality- Marked as the acceptance of social rules regarding what
is good and moral. This is typical of 9 to 20 years old. This period also focuses on
the acceptance of authority and conforming to the norms of the group

Stage Three : Good Boy-Nice Girl Orientation/ Developing Good Interpersonal

Relationship
this stage of the interpersonal relationship of moral development is focused on living
up to social expectations and roles. There is an emphasis on conformity, being nice
and consideration of how choices influence relationship.

Stage Four: Law and Order Orientation/ Maintaining Social Order

To maintain the social order, fixed rules must be established and obeyed. It is
essential to respect authority

LEVEL THREE
Postconventional Morality- people develop an understanding of abstract
principles of morality. Individual judgement is based on self-chosen principles,
and moral reasoning is based on individual rights and justice. According to
Kohlberg this level of moral reasoning is as far as most people get.

Stage Five : Social Contract Orientation Individual Rights

Rules of law are important for maintaining a society, but members of the society
should agree upon these standards. The rights of the individual should be protected.

Stage Six: Universal Ethical Principle Orientation - It is based on universal principles

and abstract reasoning. At this stage, people follow these internalized principles of
justice, even if they conflict with laws and rules.
 C HA PT E R X XII

PARENT I NG S T YL ES
AND PRAC T I C ES ;
EFFECT S O F
PARENT I NG S T YL ES
 Parenting Style
Defined as a constellation of parents attitudes and behaviors towards children and
an emotional climate in which the parents' behavior are expressed.

Parenting Practices
particular actions parents use when they raise their kids. These could be timetables,
rules, expectations, punishments, rewards, etc. that are imposed and used.
Parenting practices, in their broadest sense, include any frequent interactions
between a parent and their child.

Types of Parenting Styles

AUTHORITARIAN

Demand Obedience
Authoritarian is a strict style in which parents set rigid rules and high expectations
for their children.
Obedience is a form of social influence that involves performing an action under
the order of an authority figure.
Yelling and corporal punishment are also common with the authoritarian style.

Characteristics of Authoritarian Parents

Demanding but not responsive
Little warmth or nurturing
Little explanations for punishments
- Few choices for children
Effects of an Authoritarian Parenting
Act fearful or overly shy around others
Conform easily yet also experienced
depression and anxiety
Have difficulty in social situations due
to a lack social competence
Have lower self-esteem
Struggle with self control

 Parenting Style
AUTHORITATIVE
Use reasoning. It is sometimes referred to as democratic. It involves a child-
centric approach in which parents hold high expectations for their children
backed by support and guidance.
The parents are caring, responsive, and nurturing while also enforcing strict
boundaries with their kids. They make an effort to discipline kids by outlining
rules, having discussions, and using logic. They consider a child's perspective,
but they don't always agree with it.

Characteristics of an Authoritative Parents

Are warm, attuned, and nurturing.
Establish clear rules for good behavior.
Consistently enforce boundaries.
Use positive discipline or reasoning instead
of punitive, forceful measures to discipline.
Allow autonomy and encourage independence.

EFFECTS OF AN AUTHORITATIVE PARENTING

Are self-confident about their abilities to learn new
things
Develop good social skills
Have good emotional control and regulation
Tend to have happier dispositions

PERMISSIVE
- Acquiesce to child's demand.
• Permissive parenting is a type of parenting style characterized by low demand with
high responsiveness. Permissive parents tend to be very loving, yet provide few
guidelines and rules. These parents do not expect mature behavior from their
children and often seem like a friend than a parental figure.

Characteristics of a Permissive Parents

Are usually very nurturing and loving
towards their kids
Emphasize their children's freedom
rather than responsibility.
Have few rules or standards of behavior,
any rules they do have are inconsistent
Rarely enforce any type of consequences

Effects of Permissive Parenting

Display low achievement in many areas.
Make poor decisions
Unable to manage their time or habits
- Having difficulty in following rules.
 Parenting Style
UNINVOLVED
Neglectful. Uninvolved parenting is sometimes referred to as neglectful parenting,
indifferent parenting, unresponsive parenting. Uninvolved parenting is a parenting
style in which a parent does not meet the needs of their child. Meghan Downey
PsyD a clinical psychologist * The parent provides little guidance, discipline,
responsiveness, or nurturance to the child.

Characteristics of an Uninvolved Parents

Lack of participation in all aspects of parenting
Uninvolved parents may show a lack of
attunement to the child's emotional state.
They may neglect to make any rules at home.
They may demand little in terms of their child's
behavior and growth.

Effects of an Uninvolved Parenting

Have difficulty managing their feelings
Don't develop healthy emotional coping
mechanisms
May have both academic and social challenges.
 C HA PT E R X X III

C O NCEPTS O F
REL AT ED T O S EL F;
DI S C REPANC Y I N
S EL F- CO NC EPT
 Self Concept
-is how we perceive our behaviours, abilities, and unique
characteristics. It embodies the answer to the question "who
am I?".

Other Examples of Self Concept Include:

· How you view your personality traits, such as whether you are
an extrovert or introvert
· How you see your roles in life, such as whether you feel that
being a parent, sibling, friend, and partner are important parts
of your identity
· The hobbies or passions that are important to your sense of
identity, such as being a sports enthusiast or belonging to a
certain political party
· How you feel about your interactions with the world, such as
whether you feel that you are contributing to society
How Self-concept Develops:
· Self-concept develops, in part, through our interaction with
others
· Self-concept can also be developed through the stories we
hear
· Media plays a role in self-concept development as well

Carl Rogers – a humanist

and a psychologist who
that self-concept is made
up of three different parts;

· Self-image
· Self-esteem
· Ideal self
 Self Image
refers to how you see yourself at this moment in time. Self-
image is our real self. Attributes like physical characteristics,
personality traits, and social roles all play a role in your self-
image. Self-image is related to what you see when you look in
a mirror-however, it goes much deeper than that. Self-image
refers to how we see ourselves on a more global
level, both internally and externally. What you see when you
look in the mirror and how you picture yourself in your head is
your self-image.

Self Esteem
-Is how much you like, accept, and value yourself
-esteem is your subjective sense of overall personal worth or
value. Similar to self-respect, it describes your level of
confidence in your abilities and attributes.
Example characteristics of having a high self-esteem:
· Being open to criticisms
· Acknowledging mistakes
· Being comfortable with giving and receiving compliments
· Believing in your capability
· Trusting Yourself

Ideal Self
-Is the person you want to be. This person has the attributes or
qualities you are either working toward or want to possess. It is
who you envision yourself to be.
-The ideal self is the part of a person's self-concept that
consists of their desires, hopes, and wishes (Higgins 1987;
Rogers 1959). It is a part of the self that is highly prized by the
individual, thus, the ideal self is considered to be a motivator
within a person's self-concept.
Can Self-Concept Be Changed?
Self-concept is not static, meaning that it can change and our
environment plays a role in this process. We learn new
concepts about ourselves that lead a change in the way we
think and behave. As we learn better we developed the
capacity to do things in a different way

Why is a Well-developed Self-concept important?

A well-developed self-concept helps us on how to respond in
life. So a well-developed self-concept helps us respond in
ways that are more positive and beneficial for us.

Conclusion
It can be concluded that self concept plays a major role in
determining how people behave individually and collectively.
And to understand a person better, it is important to analyze
every of the three "self sides" that interact inside them
summing up the, self-image, self-esteem, and ideal self.
C HA PT E R X XI V

S EL F- ES T EEM