MORAL

DEVELOPMENT
VALUES AND
RELIGIONS
DONE BY:
Harshita Tanwar- 19/1434
Vernika Verma- 19/2229
Himani- 19/2102
Deepshikha Goswami- 19/2241
Kirti Singh- 19/2029
Neelu kumari- 19/2101
Neha chandolia- 19/1708
 CONTEXT
OF MORAL
DEVELOPM
ENT
PARENTING
 Parents are responsible for providing role taking opportunities and
cognitive conflict, but peers play the primary role in moral development.
 According to Piaget and Kohlberg parents do not provide unique or
essential inputs to children's moral development.
 Siblings and peers, as well as parents, contribute to children's moral
maturation.
 Young children are moral apprentices, striving to understand what is
moral.
 Among the most important aspects of the parent-child relationship that
contribute to children's moral development are relational quality,
proactive strategies, and conversational dialogue.
1. RELATIONAL QUALITY
 Parent child relationships introduce children to the mutual obligations of close relationships that involve
warmth and responsibility.
 Parents' obligations include engaging in positive caregiving and guiding children to become competent
human beings.
 Children's obligations include responding appropriately to parents' initiatives and maintaining a positive
relationship with parents.
 Secure attachment play an important role in childrens moral development.
 A secure attachment can place the child on a positive path tor internalizing parents' socializing goals and
family values.
 According to different studies:
- Secure attachment in infancy was linked to earlier development of conscience.
- Secure attachment defused a maladaptive trajectory toward antisocial outcomes.
- Securely attached children's willing, cooperative stance was linked to positive future socialization
outcomes and a lower incidence of externalizing problems.
2. PROACTIVE STRATEGIES

- An important parenting strategy is to proactively avert potential misbehavior by children before it takes

place.
- With younger children, being proactive means using diversion, .With older children, being proactive
may involve talking with them about values that the parents deem important.
-Transmitting these values can heip older children and adolescents resist temptations that inevitably
emerge in contexts outside the scope of direct parental monitoring, such as peer relations and the
media.
3. CONVERSATIONAL DIALOGUE

- Conversations related to moral development can benefit children, whether they occur as part of a

discipline encounter or during the everyday stream of parent-child interaction

-The conversations can be planned or spontaneous and can focus on topics such as past events, shared
future events and immediate events
4. PARENTING RECOMMENDATIONS

Nancy Eisenberg and her colleagues suggest that parents who adopt the following strategies are more
ikely to have children who behave morally:
• Are warm and supportive, use inductive reasoning. and engage in authoritative parenting
• Are not punitive and do not use love withdrawal as a disciplinary strategy
• Provide opportunities for children to learn about others' perspectives and feelings
• Involve children in family decision making and in the process of thinking about moral decisions
• Model moral behaviors and thinking themselves, and provide opportunities for their children to do
so
• Provide information about what behaviors are expected and why
• Foster an internal rather than an external sense of morality
• Help children to understand and regulate negative emotion rather than becoming
overaroused
SCHOOL
Children spend extensive time away from their parents at school, and the time spent
can influence children's moral development

1. THE HIDDEN CURRICULUM

Hidden curriculum refers to the unwritten, unofficial, and often unintended lessons, values, and perspectives that
students learn in school. While the “formal” curriculum consists of the courses, lessons, and learning activities
students participate in, as well as the knowledge and skills educators intentionally teach to students, the hidden
curriculum consists of the unspoken or implicit academic, social, and cultural messages that are communicated to
students while they are in school. Here is an examples of study that have shown how the concept works in
schools: Morris (2005) Tuck in That Shirt!: This journal article argues that there is a HC in schools that forces
young people of color to dress like white people. Fashions popular in the black community are discouraged
because they are considered inferior fashions to the fashion of the dominant culture.
2. CHARACTER EDUCATION
The classic character education approach is to model good behavior and directly teach virtue, instructing
students that behaviors such as lying. stealing. and cheating are wrong. whereas honesty and obedience
are right. Teachers of traditional character education programs model and directly teach moral behavior
throughout school. As part of a traditional approach, every school should have an explicit moral code that
is clearly communicated to students. According to traditional views of character education, any violations
of the code should be met with sanctions. Newer approaches advocate a more democratic solution.
Instruction in specified moral concepts, such as cheating, can take the term of example and definition,
class discussions and role playing, or rewards for students exhibiting proper behavior.

3. VALUES CLARIFICATION
A second approach to providing moral education is values clarification that 15, helping people to clarify what
their lives mean and what is worth working for. Unlike character education, which tells students what their
values should be, values clarification encourages students to detine their own values and understand the values
of others. Advocates of values clarification say it is value-free. However, critics argue that its content offends
community standards and that the values-clarification exercises fail to stress the right behavior.
4. SERVICE LEARNING
Service learning is a form of education that promotes social responsibility and service to the community. In
service learning, adolescents engage in activities such as tutoring. helping older adults, working in a hospital,
assisting at a child-care center, or cleaning up a vacant lot to make a play area. An important goal of service
learning is for adolescents to become less self-centered and more strongly motivated to help others. Service
learning are often effective when two conditions are met that
• Students are given some degree of some service activities in which they participate
• Students are provided opportunities to reflect about their participation.

5. INTEGRATIVE APPROACHES
The integrated approach is one in which learners learn by doing in a learner centered environment in learner-interest
contexts. It allows students to engage in purposeful, relevant learning.
• It encourages students to see the interconnectedness and interrelationships between the curriculum areas.
6. CHEATING

Academic cheating can take many forms. including plagiarism, using "cheat sheets during an exam, copying from a
neighbor during a test, purchasing papers, and falsifying lab results, A 2006 survey revealed that 60 percent of secondary
school students said they had cheated on a test in school during the past year, and one-third of the students reported that
they had plagiarized information from the Internet in the past year A study with 8- to 12-year-olds found that a majority of
them cheated in a game that required them to report the accuracy of their success in the game, and older children
cheated less than the younger ones Also in this study, children with better working memory and inhibitory control cheated
less. Why do students cheat?

Among the reasons students give for cheating are pressure to get high grades, time constraints, poor teaching. and lack of
interest . In terms of poor teaching, "students are more likely to cheat when they perceive their teacher to be
incompetent, unfair, and uncaring. A long history of research also implicates the power of the situation in determining
whether students cheat (For example, students are more likely to cheat when they are not being closely monitored during
a test: when they know their peers are cheating: when they know that another student has cheated without being caught;
and when student scores are made public Certain personality traits also are linked to cheating. One study revealed that
college students who engaged in academic cheating were characterized by the personality traits of low conscientiousness
and low agreeable.
PROSOCIAL
BEHAVIOR
AND
ANTISOCIAL
BEHAVIOR
PROSOCIAL BEHAVIOUR
INTRODUCTION TO PROSOCIAL BEHAVIOR
 Prosocial Behaviour is described as any action that is intended to benefit other
people such as sharing with someone less fortunate, comforting or rescuing
someone, cooperation, or simply making others feel good by complimenting
them.
 Therefore, Caring about the welfare and rights of others, feeling concern
and empathy for them, and acting in a way that benefits others are all
components of prosocial behaviour.
WHAT MOTIVATES PROSOCIAL BEHAVIOR ?

 ALTRUISM - The purest forms of prosocial behavior are motivated by altruism, an unselfish interest and
voluntary effort in helping another person. Human acts of altruism are plentiful. Altruism is found
throughout the human world. It is also taught by every widely practiced religion in the world-Christianity,
Judaism, Islam, Hinduism, Buddhism. The circumstances most likely to evoke altruism are empathy for an
individual in need or a close relationship between the benefactor and the recipient.
 RECIPROCITY- The notion of reciprocity, which is the obligation to return a favour with a favour,
pervades human interactions all over the world. Fund-raisers try to exploit the norm of reciprocity when
they send free calendars or other knickknacks in the mail, hoping that youl feel obligated to reciprocate with
a donation to their cause. People feel guilty when they do not reciprocate, and they may feel angry if
someone else does not reciprocate.
DO INFANTS HAVE MORAL AWARENESS AND
ENGAGE IN PROSOCIAL BEHAVIOR?

 Several studies have found that characters who hinder or harm others are viewed more negatively
by infants as young as 4 months of age and that they will act to punish hinderers and to reward
helpers.
 In one study, researchers observed the behavior of 7-month-old infants whose parents participated
in an intervention in which their infants were encouraged to either release objects into a bucket or
share the objects with their parents . Subsequently, infants in the sharing condition shared more
than infants in the bucket condition. Parental empathy influenced the amount of sharing their
infants engaged in.
 Other research indicates that during their second year, children will offer assistance to an unfamiliar
experimenter, building on their capacities for shared intentionality and awareness of others' goals and
intentions.
 This research indicating that older infants and toddlers possess an intuitive sense of fairness that they
use in evaluating observed behavior suggests the presence of an early foundation for moral awareness
that is not anticipated in Piaget's and Kohlberg's theories of moral development. However, the view that
the emergence of morality in infancy is innate has been described as problematic .
 Critics of the innate view argue that morality may emerge through infants early interaction with others
and grow with developments in language and reflective thought.
SHARING AND FAIRNESS

 William Damon (1988) described a developmental sequence through which sharing develops in children.
Damon proposed that sharing during the first three years of life is done for nonempathetic reasons Such as
the fun of social play or simply for imitation.
 Then, at about 4 years of age. combination of newly developed empathetic awareness and adult
encouragement produces a sense of obligation on the part of the child to share with others.
 Children believe they have an obligation to share but do not necessarily think they should be as generous to
others as they are to themselves.
 By the start of the elementary school years, children begin to express more complicated notions of what is
fair. Throughout history, varied definitions of fairness have been used as the basis for distributing goods and
resolving conflicts. These definitions involve the principles of equality, merit, and benevolence.
 Parental advice and prodding certainly foster standards of sharing. but the give and take of peer
requests and arguments provides the most immediate stimulation of sharing.
 Parents can set examples that children carry into their interactions and communication with
peers, but parents are not present during all of their children's peer exchanges.
 The day-to-day construction of fairness standards is done by children in collaboration and
negotiation with each other.
 Over the course of many years and thousands of encounters, children's understanding of concepts
such as equality, merit, benevolence, and compromise deepens.
 With this understanding comes a greater consistency and generosity in children's sharing.
FORGIVENESS AND GRATITUDE
 Forgiveness is an aspect of prosocial behavior that occurs when the injured person release the injurer from the
possible behavioural retailiation.
 A study of older adults revealed that women were more likely to forgive than men, people were more likely to
forgive family members than non-family members, and forgiveness was more likely to be extended to people
who were still alive than to those who were dead.
 And two recent studies found that forgiveness of others was associated with a lower risk of suicidal behavior in
adolescents.
 Gratitude is a feeling of thankfulness and appreciation, especially in response to someone doing something kind
or helpful.
 Gratitude was linked to a number of positive aspects of development in young adolescents, including satisfaction
with one's family, optimism, and prosocial behavior.
 Adolescents expression of gratitude was linked to having fewer depressive symptoms.
PROSOCIAL BEHAVIOUR FROM CHILDHOOD TO ADOLESCENCE

 Prosocial behaviour occurs more often in adolescence than in childhood, although examples of caring for
others and comforting someone in distress occur even during the preschool years.
 Prosocial behavior increase in adolescence because of the cognitive changes involving advances in abstract,
idealistic, and logical reasoning as well as increased empathy and emotional understanding

GENDER AND PROSOCIAL BEHAVIOUR

 Research indicates that gender differences exist in prosocial behaviour .

 For example, across childhood and adolescence, females engage in more prosocial behavior than males.
 The largest gender difference occurs for kind and considerate behavior, with a smaller difference for sharing.
ALTRUISM AND VOLUTARISM IN OLDER ADULTS
 In a series of recent studies older adults were more likely to behave in altruistic ways and to value
contributions to the public good than younger adults were.
 Volunteering is associated with a number of positive outcomes for aging adults. For example,
better health,better cognitive functioning and are less lonely.
 Another study revealed that older adults who volunteered regularly had a lower risk of cognitive
impairment.
 In a research meta-analysis, older adults who engaged in organizational volunteering had a lower
mortality risk than those who did not.
ANTISOCIAL BEHAVIOR
Most children and adolescents at one time or another act out or do things that are destructive or
troublesome to themselves or others. If these behaviors occur often, psychiatrists diagnose the as
conduct disorders. If these behaviors result in illegal acts by Juveniles, society labels them
delinquents. Both problems are much more common in males than in females
CONDUCT DISORDER

Conduct disorder refers to age-inappropriate actions and attitudes that isolate family expectations, society's
norms, and the personal or property rights of others. Children with conduct problems show a wide range of rule
violating behaviors, from swearing and temper tantrums to severe vandalism, theft, and assault.
One study found that youth with conduct disorder characterized by its onset in childhood had more cognitive
impairment (especially in executive function), psychiatric symptoms, and serious violent offenses than youth with
conduct disorder characterized by the onset of antisocial behavior in adolescence. And in another recent study of
more than 20,000 individuals, low childhood SES, low maternal closeness, and a history of harsh discipline were
associated with life course persistent conduct disorder and increased risk of substance use problems in
adulthood.
As part of growing up, most children and youth break the rules from time to time-they fight, skip school, break
curfew, steal, and so on. As many as so percent of the parents of 4- to 6-year-old children report that their
children steal, lie, disobey, or destroy property at least some of the time.
Most of these children show a decrease in antisocial behavior from 4 to 18 years of age, but adolescents who are
referred to psychological clinics for therapy continued to show high rates of antisocial behavior. It has been
estimated that about 5 percent of children show serious conduct problems. These children are often described as
showing an externalizing. or under controlled. pattern of behavior. Children who show this pattern often are
impulsive, Overactive, and aggressive and engage in delinquent actions.
Conduct problems in children are best explained by a confluence of causes, or risk factors, operating over time.
These include possible genetic inheritance of a difficult temperament, ineffective parenting. and living in a
neighborhood where violence is the norm. In a study conducted in 10 urban schools serving primarily African
American children from low-income backgrounds, the children were randomly assigned to either a pre-
kindergarten as usual control condition or an intervention that consisted of a family program (15 weeks of
behavioral parenting strategies) and a professional development training program for early childhood teachers.
For boys, but not girls, the intervention led to lower rates of conduct problems two years later.
Juvenile Delinquency

Closely linked with conduct disorder is juvenile delinquency, which refers to actions taken by an adolescent in
breaking the law or engaging in behavior that is illegal. Like other categories of disorders, juvenile delinquency
is a broad concept; legal infractions range from littering to murder. Because the adolescent technically
becomes a juvenile delinquent only after being judged guilty of a crime by a court of law, official records do not
accurately reflect the number of illegal acts that are committed.
As juvenile justice is whether an adolescent who commits a crime should be tried an adult. Some psychologists
have posed that pro- individuals 12 and under should not be evaluated under adult criminal laws and that
those 17 and older should be. They also recommend that individuals 13 to l6 years of age be given some type
of individualized assess.
Frequency
Estimates of the number of juvenile delinquents in the United States are sketchy, juvenile delinquency Actions
taken by an but FBI statistics indicate that at least 2 percent of all youth are involved in juvenile court cases.
For both male and female delinquents, rates for property offenses are higher than rates for other offenses (such
as offenses against persons, drug offenses, and public order offenses). Males are more likely to engage in
delinquency than are females-in 2004, 72 percent of delinquency cases in the United States involved males, 28
percent females. Since 2008, delinquency cases have dropped more for males than for females.

Developmental Changes and Pathways

Research indicates that rates of theft, property damage. and physical aggression decrease from 18 to 26 years of
age. The peak ages for property damage are 16 to l8 years for males and I5 to 17 years for females. However, the
peak ages for violence are 18 to 19 years for males and 19 to 21 years for females (Farrington, 2004).
A distinction is made between early onset (before age 11) and late onset (after age 11) antisocial behavior. Early-
onset antisocial behavior is associated with more negative developmental outcomes than late onset antisocial
behavior and it is more likely to persist into emerging adulthood and is associated with higher rates of mental
illness and relationship problems
 In the Pittsburgh Youth Study, a longitudinal study involving more than 1.500 inner city
boys. three developmental pathways to delinquency were identified:
 Authority conflict - Youth on this pathway showed stubbornness prior to age 12, then
 moved on to defiance and avoidance of authority.
 Covert - This pathway included minor covert acts, such as lying. followed by property
 damage and moderately serious delinquency, then serious delinquency.
 Overt - This pathway included minor aggression followed by fighting and violence.

Causes of Delinquency

Many causes have been proposed, including heredity, identity problems, community influences, and family
experiences. Erik Erikson (1968), for example, noted that adolescents may choose a negative identity if
their development has restricted them from acceptable social roles or made them feel that they cannot
measure up to the demands placed on them. Adolescents with a negative identity may find support for
their delinquent image among peers, reinforcing the negative identity.
For Erikson, delinquency is an attempt to establish an identity, even though it is a negative one. Although
delinquency is less exclusively a phenomenon of lower socioeconomic status today than it was in the past, some
characteristics of lower-SES culture might promote delinquency. Adolescents from low-income backgrounds may
sense that they can gain attention and status by performing antisocial actions. Furthermore, adolescents in
communities with high crime rates observe many models who engage in criminal activities. Quality schooling,
educational funding, and organized neighbourhood activities may be lacking in these communities.

Parents of delinquents are less skilled in discouraging antisocial behavior and in encouraging prosocial behavior
than are parents of nondelinquents. Parental monitoring of adolescents is especially important in determining
whether an adolescent becomes a delinquent. Family discord and inconsistent and inappropriate discipline are
also associated with delinquency. Few studies demonstrate in an experimental design that changing parenting
practices in childhood is related to a lower incidence of juvenile delinquency in adolescence. Family therapy is
often effective in reducing delinquency. An increasing number of studies have found that siblings can have a
strong influence on delinquency. Having delinquent peers and friends increases the risk of becoming delinquent.

Lack of academic success is associated with delinquency. And a number of cognitive factors such as low self-
control, low intelligence, and lack of sustained attention are linked to delinquency. Recent research indicates that
having callous-unemotional personality traits predicts an increased risk of engaging in delinquency for adolescent
males.
 Values
and
religions
VALUES

 Values are beliefs and attitudes about the way things should be.
 Principles or standard of behaviour, one’s judgement of what's important in
life.
 We attach value to all sorts of things: politics, religion, money, sex,
education, helping others, family, friends, career, recognition, self-respect,
and so on.
 We carry with us values that influence our thoughts, feelings, and actions.
 One way to measure what people value is to ask them what their goals are.
 Over the past four decades, traditional-aged college students have shown an increased concern for personal well-
being and a decreased concern for the well-being of others, especially for the disadvantaged (Eagan & others, 2016).

 Today’s college freshmen are more strongly motivated to be well-off financially they consider it as an “essential” or a
“very important” objective and less motivated to develop a meaningful philosophy of life than were their
counterparts of 40 or even 20 years ago.

 Our discussion of values corresponds to William Damon’s (2008) view proposed in The Path to Purpose: Helping
Children Find Their Calling in Life.

 Damon found that only about 20 percent of 12- to 22-year-olds in the United States expressed “a clear vision of
where they want to go, what they want to accomplish in life, and why.” He argues that their goals and values too
often focus on the short term, such as getting a good grade on a test this week and finding a date for a dance, rather
than developing a plan for the future based on positive values.

 Adults can guide young people to develop more purposeful values by posing questions like these: “What’s most
important in your life? Why do you care about those things? . . . What does it mean to be a good person?” .
RELIGIONS
 Religion is an organized set of beliefs, practices, rituals, and symbols
that increases an individual's connection to a sacred Or transcendent
other ( God, higher power, Or ultimate truth) .
 Religiousness refers to the degree of afiliation with an organized religion. participation in
its prescribed rituals and practices, connection with its beliefs, and involvement in a
community of believers.
 Spirituality involves experiencing something beyond oneself in a transcendent manner and
living in a way that benefits others and society.
Childhood, Adolescence, and Emerging Adulthood
Societies use many methods-such as Sunday schools, parochial education, and parental teaching-to
ensure that people will carry on a religious tradition.In general, individuals tend to adopt the religious
teachings of their upbringing. .
If a religious change or reawakening occurs, it is most likely to take place during adolescence. However,
it is important to consider the quality of the parent-adolescent relationship. Adolescents who have a
positive relationship with their parents or are securely attached to them are likely to adopt the religious
orientation of their parents. Adolescents who have a negative relationship with their parents or are
insecurely attached to them may disaffiliate from religion or seek religion-based attachments that are
missing in their family system.
Religious issues are important to many adolescents and emerging adults, but during the twenty-first
century religious interest among adolescents and emerging adults has declined.More change occurred in
attending religious services than in religiousness.
1. Religion and Cognitive Development:
Adolescence and emerging adulthood can be especially important junctures in religious development. Even if
children have been indoctrinated into a religion by their parents, because of advances in their cognitive development
adolescents and emerging adults may question what their own religious beliefs truly are.More so than in childhood,
adolescents think abstractly, idealistically, and logically. The increase in abstract thinking lets adolescents consider
various religious and spiritual concepts. For example, an adolescent might ask how a loving God can possibly exist
given the extensive suffering of many people in the world. Adolescents' increasingly idealistic thinking provides a
foundation for thinking about whether religion provides the best route to a better, more ideal world. And
adolescents' increased capacity for logical reasoning gives them the ability to develop hypotheses and systematicaly
sort through different answers to spiritual questions .

2. Religion and ldentity Development :

During adolescence and especially during emerging adulthood, identity development becomes a central
focus. Adolescents and emerging adults look for answers to questions like these: "Who am 1? What am I all
about as a person? What kind of life do I want to lead?" As part of their search for identity, adolescents and
emerging adults begin to grapple in more sophisticated, logical ways with such questions as "Why am I on
this planet? Is there really a God or higher spiritual being. or have I just been believing what my parents and
the church imprinted in my mind? What really are my religious views?" An analysis of the link between
1dentity and spirituality concluded that adolescence and adulthood can serve as gateways to a spiritual
identity that "transcends, but not necessarily excludes, the assigned religious identity in childhood" .
3. Religion and Sexuality in Adolescence and Emerging Adulthood :
One area of religion's influence on adolescent and emerging adult development involves sexual activity. Although
variablity and change in church teachings make it difficult to generalize about religious doctrines, most churches
discourage premarital sex. Adolescents and emerging adults who frequently attend religious services are likely to hear
messages about abstaining from sex until marriage. Involvement of adolescents and emerging adults in religious
organizations also enhances the probability that they will become friends with adolescents who hold restrictive
attitudes toward premarital sex. One study revealed that adolescents with high religiosity were less likely to have had
sexual intercourse .

4. The Positive Role of Religion in Adolescents" Lives :

Researchers have found that various aspects of religion are linked with positive outcomes for adolescents. A study
found that when youth attend religious services with their parents, this activity increases the positive influence of
parenting on their psychological well-being . Religion plays a role in adolescents' health and has an influence on
whether they engage in problem behaviors. A meta-analysis found that
spirituality/religiosity was positively related to well being, self-esteem etc. In this meta-analysis, spirituality/religion
was negatively associated with risk behavior and depression.Also, those who had a stronger interest in religion were
less likely to smoke, drink alcohol, use maryuana, be truant from school, engage in delinquent activities, and be
depressed than their low-religiosity counterparts.
Adulthood and Aging

1. Religion and Spirituality in Adulthood :

Studies found that most adults consider themselves spiritual but not religious. Gender and ethnic differences
characterize religious interest and participation. Females have consistently shown a stronger interest in
religion than males have . Compared with men, women participate more in both organized and personal
forms of religion, are more likely to believe in a higher power or presence, and are more likely to feel that
religion is an important dimension of their lives. In thinking about religion and adult development, it is
important to consider individual differences. Religion is a powerful influence in some adults' lives, whereas
it plays little or no role in others lives.
2. Religion and Health :
For individuals in the religious mainstream, researchers increasingly are finding that religion is positively
linked to health. A study found that older adults who had a higher level of religious identification were less
likely to be depresed. In addition, a number of studies have found a positive association between religious
participation and longevity. And Everyone says religion promotes physical health. There are some reasons Or
stable answers that why religion promotes physical health :-
●Lifestyle issues - For example, religious individuals have lower rates of drug use than their non-religious
counterparts .
● Social networks - Well-connected individuals have fewer health problems. Religious groups, meetings and
activities provide social connectedness for individuals.
● Coping with stress - Religion offers a source of comfort and support when individuals are confronted with
stressful events .One study revealed that highly religious individuals were less likely than their moderately
religious, somewhat religious, and nonreligious counterparts to be psychologically distressed .
3. Religion in Older Adults :
In many societies around the world, older adults are the spiritual leaders in their churches and communities.The
religious patterns of older adults have increasingly been studied.A longitudinal study found that religious
service attendance was stable in middle adulthood, increased in late adulthood, then declined later in the older
adult years. Also, in a recent study of older adults, those who regularly attended religious services lived longer
than their counterparts who did not attend these services. Study of individuals from their early thirties through
their early seventies, a significant increase in spirituality occurred between late middle adulthood
(mid-fifties/early sixties) and late adulthood (late sixties/mid-seventies).
The spirituality of women increased more than that of men. Individuals over 65 years of age are more likely
than younger people to say that religious faith is the most significant influence in their lives, that they try to put
religious faith into practice, and that they attend religious services. older adults who derived a sense of meaning
in life from religion had higher levels of life satisfaction, selfesteem, and optimism. Also, in one study, older
adults who reported having a higher level of spirituality had more resilience in the face of stressful and difficult
circumstances.
TO STUDY MORE ABOUT THESE TOPICS IN DETAIL YOU CAN REFER:
- Santrock,J.W (2020). A Topical Approach To Life-Span Development (10th edition). New York. McGrawHill

education. (Pg no.440-459)

- Shaffer,D.R. & Kipp,K.(2010).Developmental psychology: Childhood and Adolescence (9th edition). Wadsworth

centage learning.
THANK YOU!

WE HOPE EVERY TOPIC IS CLEAR :)