Effects Of Morality In America's Youth

Parents need to teach morals so their children can become responsible adults. Coles explains, “They need to be told what they must do and what they must not do. They need control over themselves and a sense of what others are entitled to from them,” (Coles, 2003, p. 441). Children need moral guides to help establish what they want to believe in. Parents who abdicate their responsibility as moral guides make it more difficult for their children to establish their own morals.

In today's world, most of the children are not aware of morally teachings. They are lack of them.

The elementary school age level is where we generally find the first level of moral thinking. Within this level, behavior is based on accordingly on social norms, because they are told to do so by authoritative figures such as teachers or parents. A threat or application of some form of punishment is what obedience is compelled by. The individuals within this stage continue to focus on the recourse of their actions. This relates to an action being seen as morally wrong if the person who committed the action is then punished in any way shape or form. In stage two, the “what’s in it for me” attitude is evoked. Kids tend to reason or make deals with others at this stage, for their own best interest – something he or she may want. Children begin to also realize that different people have different points of views. At this stage, you also begin to note that while punishment is still apparent, it is perceived differently. Punishment becomes a risk that someone takes on

The society we live in today, with all the emphasis on social media, makes it hard for the younger generation to maintain the same morals and values we were taught growing up. Throughout my childhood and even into my teenage years, my parents did a great job teaching me right from wrong and embedding good morals into my lifestyle. My dad taught me how to earn respect from a guy while my mom would remind me to put God first while living by the Golden Rule. Obviously my parents play a huge

As soon as birth, children are exposed to new things; new life experiences that will develop the path of which direction their life will take. Adolescence is the most important time in a child’s life because it is where they learn appropriate behavior from their family and the outside world. Some children are able to use these experiences to differentiate at an early age what is right and what is wrong and hopefully carry this into adulthood. What happens when children are exposed to the wrong experiences at an early age? What happens if children assume that what they are seeing is okay because one of their parents are

On the surface level, children are able to learn and determine these behaviors in a black and white manner. As a child matures, it is necessary for an adult, an educator, or a parent to come into play to properly foster and edify the child’s moral understanding.

Stated by an unknown, on debate.org, “ Children do not have good judgement and can also end up in questionable situations.” What this person means by that is most teens are always talked into doing the wrong things mostly by pure pressure which mans they sometimes due to pure pressure they can’t tell if what they’re doing is a good or bad thing. My parents tell me they understand I’m a teenager and I would most likely want to go out with friends at my age, but they still like for me to be older and show more responsibility.

The article “Moral Development Interventions in Early Adolescence,” Robert Enright, Daniel Lapsley Deborah Harris, and David Shawver discuss moral development of adolescent children using the American psychologist, Lawrence Kohlberg’s “Theory of Stages of Moral Development” as a framework, and through the review of the “plus-one” model, Deliberate Psychological Education and the Just Community Strategy. They begin with an explanation of Kohlberg’s the progression of moral stages which consist of six stages; the first stage is when the child takes the perspective of an authority, believing to avoid punishment they should comply with the authoritative individual. In the second stage, the child takes the perspective of themselves and others, believing that both should benefit from social interactions. The third stage for the child is when a group perspective is taken in which they follow group norms to be accepted by the group. Stage four is when the child takes on a societal perspective, believes to maintain an orderly society they should follow law. In stage five, moral behavior is guided by their own moral principles or theoretical rules. Considered rare, there is a sixth stage which is not included Kohlberg 's recent scoring manuals.

In 1932 Piaget was interested not in what children do but in what they think. Piaget was interested in children’s moral reasoning. The three main aspects of children’s understanding of moral issues were Children’s understanding of rules, Children’s understanding of moral responsibility and Children understands of justice. Piaget found that children’s ideas regarding rules, moral judgements and punishment tend to change as they got older. Moral development involves children learning how to tell the difference between right and wrong. They use this knowledge to arrive at appropriate decisions when dealing with complicated decisions. They should have the strength and independence to act in accordance with that right decision despite the fact that it may not be a convenient thing to do. Other components of development, morality are shaped by multiple factors. Children interpersonal experiences with family, peers, and other adults, as well as their maturing physical, cognitive, emotional and social skills combine to influence moral development. Just like other stages children go through in life their moral reasoning also develops in stages.

Morality and ethical behavior of a teenager defines how they will relate with the general public. All teenagers reach different stages and develop to have different

The ability to think on a deeper level results in adolescence begin able to recognise that rules and laws are sometimes unjust. As a result, teens begin to question the authority of parents, teachers and government which can result in a rebellious attitude. By late adolescence teenagers become less rebellious as they begun to establish their own identity and their own moral beliefs. Unfortunately some teenagers have had life experiences that may interfere with their moral development. For example a physical or emotional traumatic experience can cause adolescence to view the world as unjust and/or unfair.

I believe that today’s generation of teenagers do not understand what it means to be chivalrous. I believe that today’s generation of teenagers do not understand what it means to be chivalrous. They don’t know what it means to show respect for ladies or towards their parents.For example, young men don’t hold the door open for women any more. Also if there are no more seats, a young man should give up his seat to a young lady. Teenagers don’t show respect. For example, teens don't say please and thank you. They don't listen and follow directions the first time their parents have told them. For example, young men don’t hold the door open for women any more. Also if there are no more seats, a young man should give up his seat to a young lady. Teenagers don’t show respect. (Kaiyrs journal) Teenagrs are not taught to be chivalrous anymore in today's generation. Another reason why teenagers lack morality is because of their lack of respect for their elders. Teens don't say please and thank you. They don't listen and follow directions the first time their parents have told them.(Kaiyrs journal)) Teenagers do not show respect to older adults such as their parents. I think this all starts in the home and how they are raised.

Before technology and social media, children spent their time outdoors, playing with friends and/or siblings, creating bonds and learning how to interact with one another. Children need this face-to-face interaction to learn how to act properly in social settings, otherwise bullying and mistreating becomes more prevalent. Currently, bullying, especially cyberbullying, between children and teens, has become an everyday occurrence. Kids are more likely to mistreat people through social media sites and technology because they can’t see the pain they are causing with their hurtful words. In turn, they don’t feel empathy toward their peers. They learn these social skills, communication, empathy, etc., by watching how others act and/or react to certain situations. Dunbar says, “In the sandpit of life, when somebody kicks sand in your face… You have to deal with it, learn, ... On the internet… There’s no forcing mechanism that makes us have to learn” (239). With too much time spent virtually connecting, children may forego this learning stage and never be able to fully develop

Children develop their ability to think and act morally through several stages. If they fail to reach the conventional stage, in which adolescents realize that their parents and society have rules that should be followed because they are morally right to follow, they might well engage in harmful behavior. Whereas boys tend to use formal rules to decide what is right or wrong, girls tend to take personal relationships into account.

From having good grades, to studying for the ACT, in addition to trying to fit into the social aspect in high school a teens life has never been more hard. And the invention of the smartphone has only added to the amount of stress that a teen has to deal with. The smartphone has created an environment in which adolescents are always connected with those they go to highschool with, through the use of social media. For example if a bully were to be picking on a student at school the student could not just go home and forget about the incident, but now the bully has the ability to abuse that student at any point he/she desires. These types of incidents are creating a new wave of problems for adolescents and their parents, Nojiri Matthew interviewed Rick Wolf (assistant superintendent at Mifflin School district) explaining “The increase in social media use has added another element when identifying and caring for kids dealing with anxiety, depression, eating disorders, attention-deficit/hyperactivity disorder and other mental health disorders, Wolf said” (Wolf). The smartphone is the catalyst to these problems. If you were to take away the smartphone problems such as cyberbullying would be less of an issue. However adolescents these days are given smartphones at such a young age, with no supervision on how long they use it throughout the day, that it becomes second nature to be looking at it every minute of everyday checking their social media profiles.