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GUIDING QUESTIONS
What
What
How
What
GUIDING QUESTIONS
How
How
What
How
CHAPTER OVERVIEW
Relationships
Psychosocial
Development
Moral Development
Social Competence
Aggression
RELATIONSHIPS
Mental
Relatedness
Supportiveness
Gentle
LOW QUALITY
RELATIONSHIPS
Characterized
by neglect
Indifference
Permissiveness
Lack
of support
Lack of involvement
Characterized
by abuse
Insensitivity
Rejection
Hostility
8
A TEACHERS
RESPONSIBILITY
Teachers
The
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Self-esteem Trust applied to oneself; an attitude that
one is worthy of a positive rather than a negative
evaluation
STUDENTS ATTACHMENT
STYLES WITH TEACHERS
Basic
attachment-related questions:
Can
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PSYCHOSOCIAL
DEVELOPMENT
A
ERIKSONS LIFESPAN
DEVELOPMENTAL
FRAMEWORK
14
Competence
Identity
Foreclosed
has not
committed to adult roles
explored,
yet
has
Moratorium
Achieved
Adolescents Identity
Expand
YOUR TURN
MORAL DEVELOPMENT
Students
Changes
in students reasoning as to
why one action is right and another is
wrong
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understands
social convention nor moral rules
neither
Stage
KOHLBERGS THEORY
(CONTD)
Conventional
understands
embraces social convention
and
Stage
conventional
embraces moral rules
Stage
understands
and
ETHIC OF CARE
Ones
Moral
ETHIC OF CARE
24
GENDER DIFFERENCES
IN MORAL DEVELOPMENT
Theories
25
CHARACTER AND
CONSCIENCE
Situational
compliance cooperatively
carrying out a teacher do this or dont do
that request with a sense of obligation
rather than a sincere commitment to the
action
Committed
compliance cooperatively
carrying out a teachers request to do this
or dont do that with an eager, willing, and
sincere commitment to the action
26
POWER ASSERTION
Associated
27
CONSCIENCE
The
28
29
SOCIAL COMPETENCE
Social
rate
maintaining
self
control
as the essential social
competence for students with special
needs.
31
AGGRESSION
Any
32
Hostile
34
Bullying
35