October
How do basic and mature modes of empathic arousal differ?
Mature modes require perspective taking.
Basic modes of empathic arousal are involuntary and require little cognition/perspective taking
Compared to other mammals, human infants are particularly in need of security and protection. Why?
Born more immature and caregiver-dependent compared to other species. Highly plastic brain in the early years of life.
Extended time of protection adaptive for imagination and learning.
Why are traditional interventions that work well during childhood less effective during adolescence?
Interventions based solely on adult telling and material rewards for compliance undermine adolescents' developmental need for status and respect.
What are the three basic needs in Self-Determination Theory that affect intrinsic motivation and internal regulation?
Autonomy
Relatedness/belonging
Competence/Mastery
What is meant by a "Virginia Durr moment"?
Triggering event that presents challenge to value system leading to reflection and moral growth.
Name two differences between moral and social-conventional rules
Moral: issues of harm, Universal, Inflexible, intrinsic force
Conventional: norms and standards, context-specific, flexible, extrinsic force
Name 3 nest components and explain benefits?
Responsiveness: Consistent and immediate attentiveness to needs, provides early sense of autonomy.
Positive Touch:Physical closeness/holding to increase calmness and well-being.
Multiple Alloparents: Multiple nurturers to meet high demands of nest (species evolved in village care).
Soothing Perinatal Experiences: Minimum separation and avoiding stressful stimuli (bright lights, noises, chemical smells, rough touches).
Play: Free play and social play. Mammals play when feeling safe. Social play provides opportunity to practice skills.
Breastfeeding: Strengthens health and emotion regulation.
Immersion in Nature: Stress relief and less afraid of natural world
Positive social climate: Signals that world is a welcoming place, reducing stress in caregivers, less transfer of stress to the child.
What is the "peer-presence" effect on adolescent risk taking.
Adolescents make riskier decisions when they are with their peers.
Not only attributable to distraction. Even being told that friends are watching increased risky driving.
Describe one way how prosocial behavior can contribute to better physical health.
Positive social relationships also increases instrumental support and monitoring
Neuorological pathways
-Oxytocing release -> recovering from wounds/infection
-Vagal tone: lower stress
What is moral elevation?
Define two types of social perspective taking: Self-focused and Other-focused perspective taking
Self-focused: Imagining how oneself would feel in that situation (
Other focused: Imagining how the other person (or most people would) feel in situation
Self-focused more intense (but risks egoistic drift), other-focused easier to sustain
Explain how internal working models link secure attachment with prosociality
Internal working models: Mental representations of how social relationships "typically" work.
Provide relational scripts (e.g., secure base script): Distress -> recognition and offer to help -> effective resolution and regulation of distress
FREE POINTS
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In intervention studies, which types of moral exemplars were most effective in promoting prosocial behavior (e.g., community service)?
Attainability: Feeling that this is possible to achieve
Relevance: Perceived similarity (age, life situation) to the exemplar.
What are the four criteria Enrigh highlights for what interpersonal forgiveness is NOT
1. Excusing event
2. Necessarily reconciling
3. Forgetting event
4. Abandoning quest for justice
What is meant by "Right-Brain to Right-Brain communication" in the context of attachment?
The non-verbal early attachment communications through emotions (e.g., facial expressions, posture, tone of voice).
What are two aspects parents need to consider when delivering inductions to be most effective.
1). The optimal level of power or influence
2). That delivery is appropriate to maturity level of the child.
Younger children: Pointing out distress and highlight child's role in it.
Older children: More verbal / elaborative perspective taking.
Describe the key difference between the moral self of childhood and moral identity during adolescence and adulthood.
Moral Self: More based on internalized norms stored in procedural knowledge
Moral Identity: Involves reflective, conscious self-evaluative processes. (becomes possible with cognitive advancements).
Transparency: Being transparent about reason for feedback to escape communication gap
Questioning: showing genuine interest in mentee's perspective
Overcoming stress is debilitating belief: Reminding that some type of stress signals that we care or do something impressive. Encourage embracing it while increasing support
Purpose: Believing that mentee's can make meaningful contributions and supporting sense of purpose in daily conversations.
What is the central finding of the Happy Victimizer Studies?
Younger and older children judge antisocial behavior as wrong but younger children tend to attribute positive emotions to the transgressors.
What are the behavioral functions of the three phylogenetic stages in Polyvagal Theory?
I. Parasympathetic Unmyelinated Vagus: Immobilization and passive avoidance
II. Sympathetic Adrenal: Mobilization / active avoidance (fight/flight)
III. Parasympathetic myelinated Vagus: Social Communication, self-soothing, calming down
Certain forms of moral identity may impede genuine prosocial behavior. Name 2 of the 3 dimensions on the axis model (by Krettenauer) and the risk associated with each problematic type.
Extrinsic vs. Intrinsic: Risk when only extrinsic is moral hypocrisy
Concrete vs. Abstract: Risk when only concrete is moral licensing
Prevention vs. Promotion-oriented: Risk when only prevention is moral disengagement
What is the function of secondary cognitive distortions? Name two of the three types we covered.
Protective rationalizations to protect offender from psychological distress after committing harm.
Blaming others
Assuming the worst
Minimizing/Mislabeling
Explain two ways through which a strong moral identity can lower emotional well-being and the psychological resources that may attenuate this risk.
2. Attunement/Sensitivity to moral harm (Emotion Regulation)
3. Feelings of Guilt and shame (Self-forgiveness, moral growth mindset).
During the working phase of the forgiveness process model, individuals work on adjusting their cognitive perspective ("seeing the person with new eyes").
Describe 1 strategy how this can be achieved.
Personal: Seeing vulnerability of the person and expanding the narrative
Global: Realizing uniqueness and shared humanity
Cosmic (for religious / spiritual individuals): the other person is also made in the image of god