Pros And Cons Of Moral Development

are from Freud’s Psychoanalytic Theory.
Rationalization is done by making up acceptable excuses for behaviors that cause us to feel anxious. Denial is the refusal to recognize some anxiety-provoking event or piece of information. Repression is pushing of unacceptable feelings or impulse into the unconscious. It is a way of dealing with a threat that arises from thoughts or beliefs. Projection is the assignment of undesirable traits to others. Reaction formation is the repression of an unacceptable motive by enthusiastically endorsing the opposite one. Displacement is the redirecting of an emotion toward a safer, more acceptable target. Lastly, sublimation, which is a kind of displacement, is the redirection of threatening or forbidden

Stage 2 of his moral development is called instrumental hedonism. In here, some consideration is given to the conflicting interests of other parties and an effort is made to strike a balance. Children in this stage try to solve problems by trying to attain equilibrium and one way of getting it is by appeasing their peers. Their peers in return, turn as their support system in times of stress.
Overall, the theoretical framework captures the different human developmental stages where late childhood and early adolescent lies according to various theorists. Along with the other research conducted, it was found that everyone experiences problems or difficulties including children. These situations make each one sad, irritated, angry, pressured and to some extent, disappointed. Children have their own share of problems too. As young as they are, they have within them specific resilience factors which help them go through their own

Resilience Development program is a group of activities organized together to help students cope with their daily troubles in life like stress relating to their environment, other people and within themselves. It has its objectives for each activity together with the persons involved and the time frame.
Interpersonal skills are the opposite of intrapersonal skills which pertain to the recognition or acknowledgement of the child of the support and assistance which he or she can possibly obtain from others. These outside support can be the child’s significant others such as parents, teachers, role models, older siblings, or other adults in the family or on the neighborhood, parents of a friend, or simply those who can be the child’s peers or friends.
Intrapersonal skills refer to the personal strengths that involve thoughts, feelings, and beliefs which reside within the child. These include the child’s sense of perseverance, control, autonomy, self-esteem, hope, faith and trust, and locus of control. Intrapersonal skills may be seen in how the child has adjusted to certain events and