| Subject: Re: Assignment #4 |
Author:
Kathryn Milford
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Date Posted: 04:15:04 06/30/10 Wed
In reply to:
Dr. Magun-Jackson
's message, "Assignment #4" on 20:31:48 06/28/10 Mon
1. What do you like and dislike about Kohlberg's theory of moral development? What is it in this theory that speaks to you personally? In which stage of moral development would you place yourself? Why?
• I like how the stages in Kohlberg’s theory correspond to the stages in Piaget’s cognitive development theory. Having this correlation makes assessing the child’s stage (moral and cognitive) and providing means for improvement easier because we can customize our efforts to the child. The concept of being a “Good Girl” is something I am all-too-familiar with. After the death of my Mom, I felt I had to do everything right so as to make life “easier” for my Dad and brother. Disappointing my father was one of my biggest fears. I never realized that these feelings/behaviors had to do with my moral development.
• As of today, I would say that I am in Stage 5. A few years ago, I was very by the book when it came to rules. Through various leadership experiences, I learned that there are exceptions to every rule. Although I still like to maintain control of my surroundings in some instances, I am overall more concerned about providing the best experience (process and procedure) for the majority. It is tough. Trust me; I have been in the minority of thinking on a specific idea, and it takes a lot to set aside one’s own opinion so as to accommodate the majority.
2. What do you like and dislike about Erikson's theory of self development? What is it in this theory that speaks to you personally? In which crisis to you find yourself? Why?
• I like that Erikson’s theory spans from infancy to older adulthood. Also, his theory reflects how past experiences play a vital part in future development and experiences. Although one keeps moving forward through his eight stages, one can revisit a past stage where a possible negative outcome occurred. Allowing this flexibility really demonstrates self-development in terms of being able to better ourselves through self-reflection, counseling, etc. For instance, a pregnant eighteen year old girl marries her high school sweetheart right after graduation and proceeds to start her family. After five years or so of marriage and being a mother, she begins to feel confused about who she is and what she is doing with her life. She might even possibly feel trapped by her life. This would be a negative outcome of Stage 5: Identity v. Identity Confusion. To find her identity, she would need to reflect on what she wants out of life and what she needs to do to accomplish her goals. Finally, she would be able to create an identity fitting to her true self. I know that I went through an identity crisis my junior/senior year of college. I felt trapped to be someone that everyone else wanted me to be never giving my true feelings a fighting chance. Eventually, after much self-reflection and counseling, I was able to commit to the type of person I wanted to be.
• Personally, I feel that I am in Stage 6 (Intimacy v. Isolation), but I am ready to begin Stage 7 (Generativity v. Stagnation). I have attained the virtue of love, and I have found intimacy with the man who will one day become my husband. Both of us want to have a big family (by big, I mean 4 kids), but of course, kids will not be in the picture for a couple of years.
3. Of the two theories, which is most relevant to your career/ major/life? Why? How would you use these theories?
• Of the two theories, I feel Erikson’s theory will have a more immediate impact on my life and as a school counselor. Many of the stages of interrelated so even if I am a counselor in high school, I may have a student who feels inferior (or incompetent) due to previous adult interactions, or has low self-esteem and lacks initiative due to a lack of parental support. These stages do not only deal with cognitive reasoning but also deal with emotional and social factors.
• For the most part, these two theories can be intertwined when dealing with a specific student situation. If a child is acting up in class (whether as a class clown or bully), as a counselor, I would know that the child is somewhere between Stage 2 and Stage 3 of Kohlberg’s moral development theory. In addition, I would know that the child had a negative outcome of Stage 3 in Erikson’s self-development theory. I would combine what I know about these two theories and customize a plan of action for helping this particular student behave better in the classroom. For instance, I would get the child to start thinking about others and how the group feels so as to break away from current selfish schemes. Also, I would try to build the child’s self-esteem if it appeared that his/her behavior was an overcompensation for a lack of purpose or courage.
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