Developmental theorists seek explanations to why some people deviate from social norms (laws), why some of those who develop anti-social behavior cease and others continue, why for some individuals crimes is progressive and why some people stop committing crimes as they age. Like in psychology, there is an element of nature versus nurture in examining the theories of moral development. In strict terms, biological theories can be compared to “nature” whereas the learning models are congruent to “nurture”. Biological factors of moral development tend to be the most controversial as they explain crime in terms of environmental effects on ethical decision making. Biological criminologists research the effects of hormones, foreign substances and injures to the brain for correlation with deviant behavior. For example if a person exhibits deviant behavior such as viewing child pornography after sustaining a hemorrhagic stroke affecting the frontal lobe, biological criminologists would attribute the behavior directly to the damaged brain tissue.
Latent trait theorists believe human moral development is controlled by genetics and is present from birth and remains fairly constant through life (like temperament) and includes whether an individual is compelled to a life of crime. Within this theory is a variable of exposure to certain interpersonal interactions and availability of opportunities, increases the propensity for crime within these genetically predisposed individuals. Some examples of latent traits include defective intelligence, compulsivity and impulsiveness, chemical imbalances (brain) and environmental effects of drugs and injuries on the brain. Learning theories of moral development state that children learn what they are taught, including morals and values as well as behavior.
The Essay on Biological theories
The article Alleged king hitter’s criminal record revealed details the alleged assault against a youth in Sydney’s Kings Cross, which subsequently resulted in his death. Shaun McNeil has been charged with murdering the youth, and the article reveals that he previously had a number of assault-related criminal convictions. The incident has been followed by intense campaigning for tougher laws and ...
The moral development can be taught through modeling or reinforcement. In modeling it is thought the a child emulates those influential people in their life; therefore if a person of high moral and ethical character is present in the child’s life, as a result of the relationship, the child models the mentor’s behavior and becomes moral and ethical themselves. Reinforcement is the theory that behaviors or values are rewarded and as result a child will exhibit those behaviors that are rewarded repetitively. Learning theory of moral development states that as people go through life, social and personal traits undergo change and influence behavior. One major theory of this type of moral development is the life course theory. Life course theorists believe that as a child the effects of relationships and judgment of one’s behavior influences adult behavior.
Developmental theories purport that children mature physically, cognitively and emotionally, as a result there are stages that one must progress through in order to get to the next highest level of achievement in their moral development. As a child realizes they form judgment of others, they also realize that others are judging them and this cognitive development leads moral development. Kohlberg’s moral stage theory consists of three levels of moral developments which hare further divided into 6 stages (with a seventh stage now being alleged).
It is believed that stage completion is progressive and stages cannot be skipped. The three levels are pre-conventional, conventional and post-conventional and it is believed that these levels are achieved as human develop intellectually.
Pre-conventional morality occurs in children under nine years old and focuses on self-interest; which means they obey to in order to avoid punishment or to obtain rewards. Conventional morality occurs in adolescence and focuses on care of others and upholding social rules and laws simply because they are rules and laws. The final level, post-conventional morality includes abstract applications of and formal operational thought with regard to moral issues. Actions which are deemed “correct” are done so because of rational thought and rigorous logic placed upon one’s individual moral code. In conclusion, when looking at moral development and its relationship to crime, the general theory of crime is that both crime and criminality are separate concepts. People choose to commit crimes when they lack self-control and those lack self-control will act upon criminal opportunities.
The Essay on Child Development Theories 2
... builds off of Piaget’s moral reasoning theory, but Piaget’s viewed the concepts of development of children as fairness through interaction ... principles of authority. In level three, post-conventional morality, development is in early adolescence, young adulthood—or ... Having knowledge about the development of a child and adolescent provides clues in understanding behavior and what is &# ...
