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Family as Context and Moral Development

One of the more crucial issues in developmental psychology is the development of prosocial characteristics. The values and principles that underlie the assumption of what makes a person good or kind, and the ability of an individual to abide by the rules of society are essential for healthy development. Social and moral development encompasses the concepts of altruism, morality, self-control, and even aggression. Psychologist Alfred Adler utilized the concepts of social and moral development as the cornerstone of what defines health in his theory of individual psychology (Ansbacher & Ansbacher, 1956). Adler went as far as to state that one’s health could be assessed through an examination of one’s “social interest,” and he defined social interest as an individual’s ability to do what is best for others and society over his or her own self-interest (Ansbacher & Ansbacher, 1956). It is clear that all the physical and cognitive ability that an individual may possess is directed by these prosocial characteristics.

Research has demonstrated that social and environmental variables exert the greatest influence on an individual’s social and moral development. The primary social influence is the family system in which a child is reared, which includes parenting styles, child discipline, and even the size and composition of the family. As a child ages, he or she takes these early social experiences from the family into the world. The school environment and social support of peers also have a great influence on the child in the process of developing prosocial characteristics.

The question becomes how the information is utilized in assessment for individual development. The importance of social and moral development takes on more significance when considering that aberrant development in this area can be associated with delinquency, crime, and violence. Donald Black (2015) has documented the relationship between childhood delinquent behaviors before age 8 and the later emergence of antisocial personality disorder. While some levels of aggression, risk-taking behavior, or oppositionality may be characteristic of most children, it is apparent that repeated instances of these behaviors are measurable factors that can be utilized for assessment. This ability to assess risk factors in the development of prosocial and moral characteristics provides the field of developmental psychology with an opportunity to promote healthy development as well as provide early-stage intervention that would have the most opportunity to alter the trajectory of development for at-risk children.

Module Eight provides an opportunity to explore the concepts and social influences that impact social and moral development for children and adolescents. Students will be given an opportunity to apply the various concepts regarding the influence of family systems to their own family, or to a family they know. In addition students will examine the approach utilized by Lawrence Kohlberg to assess moral development. The goal of Module Eight is to broaden students’ perspective and ability to apply the concepts of social and moral development.

References

Ansbacher, H. L., & Ansbacher, R. R. (1956). The individual psychology of Alfred Adler: A systematic presentation in selections from his writings. New York, NY: Harper Perennial.

Black, D. W. (2015). The natural history of antisocial personality disorder. Canadian Journal of Psychiatry (Revue canadienne de psychiatrie), 60(7), 309–314. https://doi.org/10.1177/070674371506000703