Cynthia C.

De Vera
GED – 107 | Task 3

I. Psycho-Social Theory of Development

 8 Stages of Development by Erik Erikson by Sprouts

 Erik Erikson's Theory of Psychosocial Development Explained by Learn My Test
 Erikson's psychosocial development | Individuals and Society | MCAT | Khan Academy by
khanacademymedicine
Guide questions:
1. What are the core conflicts outlined in Erikson's Theory? How might a person's success or
struggles in resolving a conflict impact later stages of development?
2. Can you think of personal experiences or examples from movies/books that illustrate one of
Erikson's stages?
3. Do you believe Erikson's theory applies well across different cultures? Why or why not?
Answers:
1. Erikson's theory suggests that each stage of life comes with a particular challenge that needs to be
overcome for healthy development. Here are the stages and their key conflicts:
 Trust vs. Mistrust (Infancy): The core conflict is between developing a sense of trust in the
world and others or feeling mistrustful and insecure. Success in this stage can lead to a sense
of hope and security, while failure may result in fear and suspicion.

 Autonomy vs. Shame and Doubt (Early Childhood): This stage involves the conflict
between developing a sense of independence and control over one's actions or feeling
ashamed and doubtful of one's abilities. Success here leads to confidence, while failure can
lead to feelings of inadequacy.

 Initiative vs. Guilt (Preschool): Children at this stage are faced with the conflict between
taking initiative in exploring the world and feeling guilty for their actions. Success leads to a
sense of purpose, while failure can lead to self-doubt.

 Industry vs. Inferiority (School Age): This stage involves the conflict between developing a
sense of competence in mastering new skills and feeling inferior or incapable. Success leads
to a sense of competence, while failure can result in feelings of incompetence.

 Identity vs. Role Confusion (Adolescence): Adolescents are faced with the conflict of
forming a coherent identity and sense of self or experiencing confusion and identity crisis.
Success leads to a strong sense of self, while failure can lead to confusion about one's role in
society.

 Intimacy vs. Isolation (Young Adulthood): The core conflict here is between forming
intimate, loving relationships with others or feeling isolated and alone. Success leads to
fulfilling relationships, while failure can result in loneliness and isolation.
  Generativity vs. Stagnation (Middle Adulthood): This stage involves the conflict between
contributing to society and the next generation or feeling stagnant and unproductive. Success
leads to a sense of accomplishment, while failure can lead to a sense of stagnation.

 Ego Integrity vs. Despair (Late Adulthood): The final stage involves the conflict between
reflecting on one's life with a sense of integrity and satisfaction or feeling despair and regret.
Success leads to wisdom and acceptance of life, while failure can result in bitterness and
despair.
Success or struggles in resolving these conflicts can impact later stages of development. For
example, if an individual fails to develop trust in infancy, they may struggle with feelings of
mistrust and suspicion in later stages, impacting their ability to form close relationships and feel
secure in their identity.
2. An example from a movie that illustrates Erikson's stage of identity vs. role confusion is Mia
Thermopolis in "The Princess Diaries." Throughout the film, Mia grapples with her identity and
the expectations of her role as a princess, mirroring the typical struggles of adolescence as
individuals seek to establish a coherent sense of self.

3. I believe Erikson's theory is relevant across cultures, although the way individuals address
challenges can differ. In collectivist cultures, where the group's welfare is prioritized over
individual needs, the process of self-discovery and decision-making is influenced by societal
expectations regarding family, community, and broader social roles. Success in such cultures
often entails conforming to these expectations and maintaining group harmony, contrasting with
individualistic cultures, where personal identity and uniqueness are emphasized.
Reference/s:

 Mcleod, S. (2024). Erik Erikson’s stages of psychosocial development. Simply Psychology.

https://www.simplypsychology.org/erik-erikson.html

II. James Marcia’s Identity Status

 James Marcia’s Identity Status

 James Marcia's Adolescent Identity Development by Kim E
 James Marcia's Ego Identity Statuses Explained by Learn My Test
 James Marcia’s 4 Identity Statuses (except it’s oversimplified and a meme) by Josh Thorne

Guide questions:
1. Which of the four identity statuses (Diffusion, Foreclosure, Moratorium, Achievement) do you
relate to most? Explain your reasoning.
2. How might external factors like family, friends, and social media influence a person's identity
status?
 3. Can a person have different identity statuses in different areas of their life (career, relationships,
etc.)?

Answers:
1. James Marcia's theory of identity development proposes four identity statuses based on the
presence or absence of exploration and commitment:
 Diffusion: No exploration or commitment.
 Foreclosure: Commitment without exploration.
 Moratorium: Exploration without commitment.
 Achievement: Exploration leading to commitment.
2. I relate most to the moratorium status. I have explored different career paths and life choices but
have not yet made a firm commitment to any one path. I am still in the process of actively
exploring and considering my options before making a final decision.
3. External factors such as family, friends, and social media can significantly influence a person's
identity status. For example, family expectations and values may impact an individual's decisions
and commitments, while friends and social media can introduce new ideas and perspectives that
may influence exploration and commitment.
4. Yes, a person can have different identity statuses in different areas of their life. For example,
someone may have achieved a sense of identity in their career but still be exploring their identity
in relationships or personal beliefs. Different life experiences and contexts can lead to varying
levels of exploration and commitment in different areas.

III. Theory of Moral Development

 Piaget's Theory of Cognitive Development by Sprouts

 Piaget & Kohlberg by Joanna Arceo

Guide questions

 How does a child's understanding of rules change as they move through Piaget's stages of moral
development?
 Can you think of real-life situations where a child's moral reasoning might reflect different
stages?
 Does Piaget's theory take into account different cultural understandings of right and wrong?

Answers
1. Piaget's theory suggests that children's understanding of rules evolves as they progress through
the stages of cognitive development. In the early stages, such as the sensorimotor and
preoperational stages, children's understanding of rules is based on external authority and
consequences. They view rules as fixed and absolute, without considering intentions or
circumstances.
As children enter the concrete operational stage, their understanding of rules becomes more
flexible and based on reciprocity and mutual agreement. They begin to understand that rules can
be changed through discussion and consensus, and they consider intentions and motives when
evaluating behavior. In the formal operational stage, individuals develop a more abstract and
principled understanding of rules, based on universal ethical principles and values.
2. An example of a child's moral reasoning reflecting different stages could be a situation where a
child witnesses a classmate cheating on a test.

 In the preoperational stage, the child may view cheating as wrong simply because it is
against the rules and may result in punishment.

 In the concrete operational stage, the child may consider the fairness of cheating and its
impact on others, such as the teacher and other students.

 In the formal operational stage, the child may consider broader ethical principles, such as
honesty and integrity, and the importance of these principles in society.
3. I believe Piaget's theory does not explicitly address different cultural understandings of right and
wrong. However, his theory emphasizes the importance of social interaction and cultural context
in shaping moral development. Cultural values and norms can influence the types of moral
dilemmas children encounter and how they resolve them. Piaget believed that moral development
is influenced by both universal cognitive processes and cultural experiences, highlighting the
dynamic interaction between individual development and cultural context.

Reference/s:

 Mcleod, S. (2024, January 24). Piaget’s theory of moral development. Simply

Psychology. https://www.simplypsychology.org/piaget.html
IV. Lawrence Kohlberg Moral Development

 Kohlberg’s 6 Stages of Moral Development by Sprouts

 Kohlberg moral development | Individuals and Society | MCAT | Khan Academyby
khanacademymedicine
 Mr. Sinn & Carol Gilligan [AP Psychology Unit 6 Topic 6] (6.6) by Mr. Sinn

Guide questions
1. Do you agree with the ranking system of Kohlberg's stages? Should some stages be considered
more "advanced" than others?
2. Kohlberg's theory focused primarily on male participants. How do you think his findings might
differ if he studied diverse groups?
3. Choose a moral dilemma (different from those provided in the video) and discuss how a person at
different stages of Kohlberg's theory might reason their way through it.

Answers
1. I think Kohlberg's stages of moral development are more like different ways people think about
right and wrong, rather than one being better than another. It's like how some people might decide
what's right based on rules, while others think about what's fair for everyone. Both ways have
their reasons and can be important in different situations.
For example, a child might think it's wrong to steal because they might get punished (a lower
stage), but as they grow up, they might think stealing is wrong because it hurts others (a higher
stage). So, each stage is important and helps us understand how people think about morals.
 2. I believe Kohlberg's findings might be different if he studied more diverse groups because people
from different backgrounds and experiences might think about right and wrong in different ways.
For example, someone who grew up in a culture where family is very important might prioritize
family values in their moral decisions, while someone from a different culture might prioritize
fairness or respect. So, studying diverse groups could give us a more complete picture of how
people develop their moral beliefs.
3. Let's take the moral dilemma of stealing medicine to save a loved one's life.

 Pre-conventional (Stage 1 - Obedience and Punishment): A person at this stage might not
steal the medicine because they fear getting caught and punished. They think stealing is
wrong because it breaks the rules.

 Pre-conventional (Stage 2 - Individualism and Exchange): At this stage, a person might

consider stealing the medicine if they believe it's a fair exchange. They might think, "If I
steal the medicine, I can save my loved one, and that's more important than following the
rules."

 Conventional (Stage 3 - Interpersonal Relationships): A person in this stage might steal

the medicine because they want to maintain a good relationship with their loved one.
They believe it's important to help others and be seen as a caring person.

 Conventional (Stage 4 - Maintaining Social Order): Someone at this stage might not steal
the medicine because they want to follow the law and maintain social order. They believe
that stealing, even for a good reason, would disrupt society.

 Post-conventional (Stage 5 - Social Contract and Individual Rights): A person in this

stage might consider stealing the medicine if they believe it's for the greater good and that
the law is unjust in this case. They value human life and individual rights over strict
adherence to the law.

 Post-conventional (Stage 6 - Universal Principles): At this highest stage, a person might

steal the medicine because they believe it's their moral duty to save a life, regardless of
the law. They believe in universal ethical principles, such as the sanctity of life, that
override any laws or rules.

Reference/s:

 Cherry, K. (2022). Kohlberg's theory of moral development. Verywell Mind

https://www.verywellmind.com/kohlbergs-theory-of-moral-development-2795071
V. Carol Gilligan Moral Development

 Carol Gilligan on Women and Moral Development | Big Think by Big Think
 Carol Gilligan's Theory of Moral Development by Ericka IsAwesome
 Mr. Sinn & Carol Gilligan [AP Psychology Unit 6 Topic 6] (6.6) by Mr. Sinn

Guide questions
1. How does Gilligan's perspective challenge or expand upon Kohlberg's work?
2. Are there real-life dilemmas in which Gilligan's "ethics of care" approach might lead to different
decisions than Kohlberg's model? Explain.
3. Do you think gender plays a role in moral reasoning, or can Gilligan and Kohlberg's differences
be explained by other factors?

Answers
1. Gilligan's perspective challenges Kohlberg's work by highlighting the importance of caring and
relationships in moral reasoning, particularly for women. While Kohlberg's stages focused on
justice and rights, Gilligan argued that women often prioritize care and compassion in their moral
decisions. This expands upon Kohlberg's work by suggesting that there are different but equally
valid ways of approaching moral dilemmas.
For example, a woman might consider the impact of her actions on others and prioritize
maintaining relationships, even if it means bending or breaking rules. This challenges the idea
that moral reasoning should be based solely on abstract principles of justice and highlights the
complexity of ethical decision-making.
2. In real-life dilemmas, Gilligan's ethics of care approach might lead to different decisions than
Kohlberg's model, especially in situations where the well-being of others is at stake.
For example, in a scenario involving a terminally ill patient, a person using Kohlberg's justice-
based approach might prioritize the principle of autonomy and respect for the patient's decision to
refuse treatment, even if it leads to death. On the other hand, a person using Gilligan's ethics of
care approach might consider the impact of the decision on the patient's loved ones and prioritize
compassion and care over strict adherence to autonomy.
3. I think gender can play a role in moral reasoning, but it's not the only factor. Gilligan and
Kohlberg's differences could also be explained by other factors like culture, personal experiences,
and individual values.
 For example, someone who grew up in a culture that values caring for others might prioritize
compassion in their moral decisions, regardless of their gender. So, while gender can be a factor,
it's not the only one that influences how people think about right and wrong.
VI. Thomas Lickona

 Dr Thomas Lickona Ph D - Keynote Speaker by Keynote Speakers USA

Guide questions
1. What are the core components of Lickona's approach to character education?
2. How can schools create a culture that supports the moral development of students?
3. What are the challenges in building consensus around values and moral behavior in our current
society?
Answers
1. Lickona's approach to character education focuses on three core components:
 Teaching Moral Literacy: This involves helping students understand and develop moral
values, such as respect, responsibility, fairness, caring, and citizenship. Students learn
about these values through discussions, stories, and real-life examples.
 Creating a Moral Community: Lickona emphasizes the importance of creating a school
environment that promotes moral behavior. This includes developing a sense of
community where students feel safe, respected, and valued, as well as fostering positive
relationships between students and teachers.
 Providing Moral Modeling and Reinforcement: Teachers play a crucial role in modeling
moral behavior and providing positive reinforcement for students who exhibit good
character. This involves recognizing and praising students for their efforts to demonstrate
moral values in their actions.
For example, in a classroom using Lickona's approach, students might discuss scenarios
where honesty is important and how they can apply this value in their daily lives. The
teacher might also create opportunities for students to work together on projects that
require cooperation and respect for others' opinions, reinforcing the value of citizenship
and caring.
2. Schools can create a culture that supports the moral development of students in several ways:
 Promoting Values: Schools can explicitly teach and promote values such as respect,
responsibility, fairness, and empathy. This can be done through classroom discussions,
assemblies, and school-wide campaigns.
 Modeling Behavior: Teachers and staff can serve as positive role models by
demonstrating moral behavior in their interactions with students and each other. This
includes showing kindness, respect, and fairness in all situations.
 Creating a Safe and Supportive Environment: Schools should strive to create an
environment where students feel safe, respected, and supported. This includes addressing
issues such as bullying and discrimination promptly and effectively.
  Encouraging Community Involvement: Schools can encourage students to participate in
community service and other activities that promote social responsibility and empathy.
 Fostering Positive Relationships: Schools should promote positive relationships between
students, teachers, and parents. This can help create a sense of belonging and community,
which are important for moral development.
For example, a school might create a peer mentoring program where older students
mentor younger students, promoting values such as empathy and responsibility. The
school could also hold regular assemblies to recognize students who demonstrate good
character, reinforcing the importance of moral values.
3. Building consensus around values and moral behavior in our current society can be challenging
due to several factors:

 Diversity of Values: Society is made up of people from diverse backgrounds and cultures,
each with their own set of values and beliefs. This diversity can make it difficult to agree
on a universal set of values.
 Relativism: The concept of moral relativism, which suggests that moral principles are not
absolute but instead vary based on individual or cultural perspectives, can make it
challenging to establish a consensus on values.
 Media Influence: The media often portrays conflicting messages about values and moral
behavior, making it difficult for individuals to discern what is right or wrong.
 Political and Social Divisions: Political and social divisions can create barriers to
building consensus around values, as people may prioritize their group's values over
those of others.
 Changing Societal Norms: Societal norms and values are constantly evolving, making it
challenging to establish a stable consensus on moral behavior.
For example, in debates over issues such as abortion or capital punishment, people often
have deeply held beliefs that are influenced by their values and cultural backgrounds,
making it difficult to reach a consensus on what is morally acceptable.