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| changes in thoughts, feelings, and behaviors regarding standards of right and wrong | show 🗑
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| occurring from 4 to 7 years of age, justice and rules are conceived of as unchangeable properties of the world removed from the control of people | show 🗑
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| displayed by older children, the child becomes aware that rules and laws are created by people and that, unjudgining an action, one should consider the actor's intentions as well as the consequences | show 🗑
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| Piaget's concept of the childhood expectation that if a rule is broken, punishment will be meted out immediately | show 🗑
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| the lowest level in Kohlberg's theory, at this level, morality is often focused on reward and punishment, two stages are punishment and obedience orientation and individualism, instrumental purpose and exchange | show 🗑
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| a moral perspective that focuses on the rights of the individual; individuals independently make moral decisions | show 🗑
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| the moral perspective of Carol Gilligan, in which people are assessed in terms of their connectedness with others and the quality of their interpersonal communication, relationship with others, and concern for others | show 🗑
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| show | social conventional reasoning
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| the theory that distinguishes between moral competence the ability to produce moral behaviors and moral performance use of those behaviors in specific situations | show 🗑
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| reacting to another's feelings with an emotional response that is similar to the other's feelings | show 🗑
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| show | moral identity
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| a discipline technique in which a parent withholds attention or love from the child in an effort to control the child's behavior | show 🗑
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| show | power assertion
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| a discipline technique in which a parent uses reasoning and explains how the child's actions are likely to affect others | show 🗑
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| the pervasive moral atmosphere that characterizes each school | show 🗑
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| show | character education
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| show | values clarification
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| show | cognitive moral education
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| show | service learning
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| an unselfish interest in helping another person | show 🗑
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| show | forgiveness
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| show | gratitude
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| show | conduct disorder
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| refers to a great variety of behaviors by an adolescent, ranging from unacceptable behavior to breaking the law | show 🗑
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| criminal acts, such as robbery, rape, and homicide, whether they are committed by juveniles or adults | show 🗑
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| show | status offenses
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