PSY 201 Discussion Individual’s stage of Moral Development
Walden University PSY 201 Discussion Individual’s stage of Moral Development-Step-By-Step Guide
This guide will demonstrate how to complete the Walden University PSY 201 Discussion Individual’s stage of Moral Development assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for PSY 201 Discussion Individual’s stage of Moral Development
Whether one passes or fails an academic assignment such as the Walden University PSY 201 Discussion Individual’s stage of Moral Development depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for PSY 201 Discussion Individual’s stage of Moral Development
The introduction for the Walden University PSY 201 Discussion Individual’s stage of Moral Development is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
How to Write the Body for PSY 201 Discussion Individual’s stage of Moral Development
After the introduction, move into the main part of the PSY 201 Discussion Individual’s stage of Moral Development assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for PSY 201 Discussion Individual’s stage of Moral Development
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for PSY 201 Discussion Individual’s stage of Moral Development
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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PSY 201 Discussion Individual’s stage of Moral Development
Based on your readings and the videos provided, what advice would you give new parents/caregivers in order to ensure healthy attachment between infant and parent/caregiver?
DQ2 Stage Theories
Like Piaget and Freud, both Erikson and Kohlberg postulate “stage theories†of development. Do you believe that stage theories accurately reflect the timing and sequence of developmental events? Use examples from the theories of Erikson and Kohlberg to support your answer.
DQ3 Heinz Dilemma
This unit discusses Kohlberg’s Theory of Moral Development. The “Heinz Dilemma†scenario helps classify an individual’s stage of moral development. How would you respond if faced with this dilemma?
Kohlberg identified three levels of moral reasoning: pre-conventional, conventional, and post-conventional. Each level is associated with increasingly complex stages of moral development.
Level 1: Preconventional
Throughout the preconventional level, a child’s sense of morality is externally controlled. Children accept and believe the rules of authority figures, such as parents and teachers. A child with pre-conventional morality has not yet adopted or internalized society’s conventions regarding what is right or wrong, but instead focuses largely on external consequences that certain actions may bring.
Stage 1: Obedience-and-Punishment Orientation
Stage 1 focuses on the child’s desire to obey rules and avoid being punished. For example, an action is perceived as morally wrong because the perpetrator is punished; the worse the punishment for the act is, the more “bad” the act is perceived to be.
Stage 2: Instrumental Orientation
Stage 2 expresses the “what’s in it for me?” position, in which right behavior is defined by whatever the individual believes to be in their best interest. Stage two reasoning shows a limited interest in the needs of others, only to the point where it might further the individual’s own interests. As a result, concern for others is not based on loyalty or intrinsic respect, but rather a “you scratch my back, and I’ll scratch yours” mentality. An example would be when a child is asked by his parents to do a chore. The child asks “what’s in it for me?” and the parents offer the child an incentive by giving him an allowance.
Level 2: Conventional
Throughout the conventional level, a child’s sense of morality is tied to personal and societal relationships. Children continue to accept the rules of authority figures, but this is now due to their belief that this is necessary to ensure positive relationships and societal order. Adherence to rules and conventions is somewhat rigid during these stages, and a rule’s appropriateness or fairness is seldom questioned.
Stage 3: Good Boy, Nice Girl Orientation
In stage 3, children want the approval of others and act in ways to avoid disapproval. Emphasis is placed on good behavior and people being “nice” to others.
Stage 4: Law-and-Order Orientation
In stage 4, the child blindly accepts rules and convention because of their importance in maintaining a functioning society. Rules are seen as being the same for everyone, and obeying rules by doing what one is “supposed” to do is seen as valuable and important. Moral reasoning in stage four is beyond the need for individual approval exhibited in stage three. If one person violates a law, perhaps everyone would—thus there is an obligation and a duty to uphold laws and rules. Most active members of society remain at stage four, where morality is still predominantly dictated by an outside force.
Level 3: Postconventional
Throughout the postconventional level, a person’s sense of morality is defined in terms of more abstract principles and values. People now believe that some laws are unjust and should be changed or eliminated. This level is marked by a growing realization that individuals are separate entities from society and that individuals may disobey rules inconsistent with their own principles. Post-conventional moralists live by their own ethical principles—principles that typically include such basic human rights as life, liberty, and justice—and view rules as useful but changeable mechanisms, rather than absolute dictates that must be obeyed without question. Because post-conventional individuals elevate their own moral evaluation of a situation over social conventions, their behavior, especially at stage six, can sometimes be confused with that of those at the pre-conventional level. Some theorists have speculated that many people may never reach this level of abstract moral reasoning.
Every individual has their own beliefs and aspects regarding their life. the way of living depends on their culture and traditions. The worldview is a point of view to understanding someone’s personal experience, traditions, and the events of societies and history (Vidal, 2008). The other example of a worldview is the person who has ideas related to reality and knows the way how to interpret the experience of how the world is operating out is called a worldview (Taves, et al., 2018).
The concept of spirituality is a very wide experience of personal beliefs. Every person has their own perception related to spirituality. Spirituality may depend on religious traditions or the belief in a higher power (Elizabeth, S., 2022). It is also depending on the historic belief in an individual connection to others. It may be related to the thinking and experience of the world as a whole as it is felt by a person in their life on the level of physical and sensory perception. Spirituality is a way to find comfort and relieve stress for people. Some research shows that it is a different path to search for God or a higher power, and it also supports the reality of those persons who are more spiritual or religious are able to cope with challenges and stress. You can check for connections of spirituality by asking deep questions related to illness, emotions, or what happens after death, the experience of compassion and empathy for others, connection to others, and the feeling of happiness beyond the material possessions checking for meaning and purpose of life, and the looking for the chance to make the world a better place.
There are so many different types of spirituality that the person can get connected with their own ways such as breath work, meditation, prayer, serving their community, spending time with nature, yoga, spiritual retreats, etc. As the question asked related to spirituality and the way I can influence the way of care of my patients, I can apply this in my profession while finding the purpose and meaning of my job and responsibilities for my patient to relieve their stress, worries, and to provide comfort by releasing their stress. I will make myself capable to deal with depression, anxiety, and stressful situation, and promote my skills to support my patients. I will respect their feelings, religion, and beliefs related to their culture and history. I will try to find the cause of their stress, try to measure the power of God and the hope for healing, and also try to build positive thinking for life.
Reference
Elizabeth, S. (2022, August 19). What Is Spirituality? How Spirituality Can Benefit Your Health and Well-Being. Verywellmind. Retrieved October 4, 2022, from https://www.verywellmind.com/how-spirituality-can-benefit-mental-and-physical-health-3144807#:~:text=What%20Is%20Spirituality%3F%20Spirituality%20is%20the%20broad%20concept,others%20and%20to%20the%20world%20as%20a%20whole.
Taves, A., Asprem, E., Ihm, E. (2018). Psychology, meaning-making, and the study of worldviews: Beyond religion and non-religion. American Psychological Association. Retrieved October 5, 2022, from https://psycnet.apa.org/record/2018-36594-002
Vidal, C. (2008). Wat is een wereldbeeld? In H. Van Belle, & J. Van der Veken (Eds.) Nieuwheid denken: De wetenschappen en het creatieve aspect van de werkelijkheid (pp. 71-83). Acco, Leuven: Belgium.